Language Anxiety: Experiences of Chinese Graduate Students at U.S. Higher Institutions

Autor/inn/en	Cheng, Rui; Erben, Antony
Titel	Language Anxiety: Experiences of Chinese Graduate Students at U.S. Higher Institutions
Quelle	In: Journal of Studies in International Education, 16 (2012) 5, S.477-497 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1028-3153
DOI	10.1177/1028315311421841
Schlagwörter	Majors (Students); Acculturation; Anxiety; English (Second Language); Graduate Students; Second Language Learning; Communication (Thought Transfer); Asians; Chinese; Native Speakers; Gender Differences; State Universities; Role; Student Attitudes; Student Adjustment + Suchen Sie Ihr Suchwort? Akkulturation; Angst; English as second language; English; Second Language; Englisch als Zweitsprache; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Zweitsprachenerwerb; Communication; thought; Kommunikation; Gedanke; Asian; Asiat; Asiatin; Asiaten; Asiate; China; Chinesen; Muttersprachler; Geschlechterkonflikt; Staatliche Universität; Rollen; Schülerverhalten; Adjustment; Schüler; Schülerin; Adaptation
Abstract	It is very common for Chinese graduate students to experience language anxiety in the U.S. higher institutions, yet the literature on this topic is limited. This research study focused on the influence of the length of stay in U.S. higher institutions, various programs, gender, and acculturation process on Chinese graduate students' language anxiety levels from 156 students in a public university in the United States. Mixed methods were applied and the results showed that students who stayed longer and were in art-related majors had the lowest anxiety. What also revealed from this study was that gender and acculturation did play some roles on language anxiety levels. The findings of this research enriched the list of variables correlated with language anxiety. The educational implications of these findings were also discussed. (Contains 2 tables.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10