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المؤلفEffiong, Okon
تاريخ الإتاحة2021-04-08T09:00:46Z
تاريخ النشر2016
اسم المنشورTESOL Journal
المصدرScopus
الرقم المعياري الدولي للكتاب10567941
معرّف المصادر الموحدhttp://dx.doi.org/10.1002/tesj.194
معرّف المصادر الموحدhttp://hdl.handle.net/10576/18119
الملخصThis study, which focuses on foreign language anxiety (FLA) experienced by Japanese learners of English in four universities, explores causative agents by looking into the classroom. The research questions aim to explore how FLA is influenced by classroom social factors. The study adopted qualitative data collection procedures, and the field work took place over a period of 4 months. Data were obtained from observing the classes and interviewing 24 student and four teacher participants (two nonnative English speakers and two native English speakers). The findings of this study show that Japanese EFL learners experience higher levels of FLA as a result of the teacher's age, friendliness, tone of voice, and self‐presentation, as evidenced in their dress code. Other FLA predictors for higher anxiety were peer gender, familiarity, laughter, and a quiet class. Language teachers should therefore dress and appear less formal in class to alleviate FLA.
اللغةen
الناشرJohn Wiley and Sons Inc
الموضوعWillingness to Communicate
Language Learning Strategies
Foreign Language Anxiety
العنوانGetting Them Speaking: Classroom Social Factors and Foreign Language Anxiety
النوعArticle
الصفحات132-161
رقم العدد1
رقم المجلد7
dc.accessType Abstract Only


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