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“Cunt”: on the perception and handling of verbal dynamite by L1 and LX users of English
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Understanding Chinese high school students’ foreign language enjoyment: validation of the Chinese version of the Foreign Language Enjoyment Scale
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The effect of positive orientation and perceived social support on foreign language classroom anxiety
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Abstract:
The present study reports on the effect of learners’ positive orientation, perceived teacher and student emotional support on their foreign language classroom anxiety. One hundred and forty-four Chinese L1 second-year university-level participants filled out the Positivity Scale, the Foreign Language Classroom Anxiety Scale, and the Teacher/Student Emotional Support Scale. Hierarchical regression analyses revealed that positive orientation was a significant negative predictor of FL anxiety. The relationship between perceived student support and anxiety ceased to be significant as positive orientation entered the model. Perceived teacher support did not significantly predict FL classroom anxiety at each step of the analysis. The results are discussed in line with previous findings as well as their practical implications for foreign language teaching and learning in Chinese universities.
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://doi.org/10.1016/j.system.2018.01.002 https://eprints.bbk.ac.uk/id/eprint/25519/ https://eprints.bbk.ac.uk/id/eprint/25519/1/25519.pdf
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Language anxiety in Chinese dialects and Putonghua among college students in mainland China: the effects of sociobiographical and linguistic variables
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Enjoyment and anxiety in second language communication: an idiodynamic approach
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Does the effect of enjoyment outweigh that of anxiety in foreign language performance?
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The talking cure – building the core skills and the confidence of counsellors and psychotherapists to work effectively with multilingual patients through training and supervision
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Pragmatic challenges in the communication of emotions in intercultural couples
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Do ESL/EFL teachers´ emotional intelligence, teaching experience, proficiency and gender affect their classroom practice?
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91 |
Sources of variation in Galician multilinguals’ attitudes towards Galician, Spanish, English and French
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92 |
The relation between multilingualism and basic human values among primary school children in South Tyrol
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Learner-internal and learner-external predictors of willingness to communicate in the FL classroom
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96 |
Do interlocutors or conversation topics affect migrants’ sense of feeling different when switching languages?
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Motivation, emotion, learning experience and second language comprehensibility development in classroom settings: a cross-sectional and longitudinal study
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Variation in ESL/EFL teachers´ attitudes towards their students
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100 |
Ideal self and ought-to self of simultaneous learners of multiple foreign languages
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