Culture, Attributions, and Language Anxiety

Autor/in	Lim, Hye-Yeon
Titel	Culture, Attributions, and Language Anxiety
Quelle	In: Applied Language Learning, 19 (2009) 1-2, S.29-52 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-679X
Schlagwörter	Individual Characteristics; Second Language Learning; Anxiety; Cultural Traits; Language Usage; English (Second Language); Scores; Measures (Individuals); Foreign Students; Asians; Student Attitudes; Second Language Instruction; Language Teachers; Classroom Techniques; Teaching Assistants; Statistical Analysis + Suchen Sie Ihr Suchwort? Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Zweitsprachenerwerb; Angst; Sprachgebrauch; English as second language; English; Second Language; Englisch als Zweitsprache; Messdaten; Asian; Asiat; Asiatin; Asiaten; Asiate; Schülerverhalten; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Klassenführung; Statistische Analyse
Abstract	The purpose of this study is to move beyond the more traditional focus on individual characteristics as they relate to anxiety in the use of a foreign language. In order to do this, cultural characteristics, perceptions of the cause of successful learning, and foreign (English) language use anxiety were included as the major variables. Three specific issues were examined: (a) The relationship between the cultural characteristics of collectivism vs. individualism and language anxiety as measured by the English Language Use Anxiety Scale; (b) the relationship between participant country of origin and the amount of language anxiety; and (c) variation among participant country of origin and perceptions of the factors which lead to successful language learning. The results indicated that there was no difference in the English language use anxiety scores and the collectivist/individualist nature of the student's cultural orientation. Results further showed the student's country of origin did affect the degree of language anxiety. Asians had the highest degree of language anxiety. Perceptions of the cause of successful language acquisition (i.e. ability, luck, task difficulty, and effort) varied by country. Discussions include implications for ESL/EFL teachers in managing the classroom and increasing learning while diminishing foreign language use anxiety. (Contains 10 tables and 1 note.) (As Provided).
Anmerkungen	Defense Language Institute, Foreign Language Center. Academic Journals, 1759 Lewis Road Suite 142, Presidio of Monterey, Monterey, CA 93944-5006. Tel: 831-242-5638; Fax: 831-242-5850; e-mail: aj@pom-emh1.army.mil; Website: http://www.dliflc.edu/Academics/academic_materials/all/allissues.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10