Description
Book SynopsisThis book provides an overview of current theory, research and practice in the field of language anxiety and brings together a range of perspectives on this psychological construct in a single volume. Chapters in the volume are divided into three sections. Part 1 revisits language anxiety theory, showing that it can be viewed as a complex and dynamic construct and that it is linked to other psychological variables, such as the self and personality. In Part 2, a series of contextualised studies on language anxiety are presented, with a key feature of these studies being the diverse research designs which are applied in different instructional settings across the globe. Part 3 bridges theory and practice by presenting coping strategies and practice activities with a view to informing classroom practice and pedagogical interventions.
Trade ReviewMuch of the current research in SLA and the neurosciences points to the strong influence of affective factors, such as anxiety, on the process of language learning. With chapters from important experts in the field, this book makes a valuable contribution to understanding the research and theoretical proposals regarding anxiety and also makes useful suggestions for reducing its influence in the classroom.
* Jane Arnold, University of Seville, Spain *
In this excellent and much-needed collection, the authors bring inspiring theoretical and empirical insights to one of the most perplexing affective factors in language learning and teaching: language anxiety. It offers insightful and refreshing perspectives for research within diverse methodologies for contexts and participants across the globe!
* Ana Maria F. Barcelos, Federal University of Viçosa, Brazil *
As someone who both lives and works in a Turkish speaking environment, and still suffers from LA even after 30 years, I felt like a patient listening to his doctor. I found this title most enlightening, especially in relation to identifying and treating its symptoms.
I would certainly recommend adding this title to reading lists for courses at all higher levels of teacher development.
I feel participants would be made much more aware of both causes and effects of LA. They would also of course be more knowledgeable in how to deal with such matters in a professional manner.
-- Wayne Trotman, İzmir Kâtip Çelebi University, Turkey * EL Gazette, October 2017 *
This collection is recommended to anyone interested in learning about the latest progress of LA. Importantly, it can also be used as a reference for researchers to
learn how to do LA research in the new dynamic era.
-- Honggang Liu, Northeast Normal University, China * ELT Journal 2018 *
Table of Contents1. Mark Daubney, Jean-Marc Dewaele and Christina Gkonou: Introduction
Part 1: Theoretical Insights
2. Peter D. Macintyre: An Overview of Language Anxiety Research and Trends in Its Development
3. Elaine Horwitz: On the Misreading Of Horwitz, Horwitz, and Cope (1986) and the Need to Balance Anxiety Research and the Experiences of Anxious Language Learners
Part 2: Empirical Investigations
4. Erdi Şimşek and Zoltán Dörnyei: Anxiety and L2 Self-Images: The ‘Anxious Self’
5. Jean-Marc Dewaele: Are Perfectionists More Anxious Foreign Language Learners and Users?
6. Jim King and Lesley Smith: Social Anxiety and Silence in Japan’s Tertiary Foreign Language Classrooms
7. Tammy Gregersen, Peter D. Macintyre and Tucker Olson: Do You See What I Feel? An Idiodynamic Assessment of Expert and Peer’s Reading of Nonverbal Language Anxiety Cues
8. Christina Gkonou: Towards an Ecological Understanding of Language Anxiety
9. Zsuzsa Tóth: Exploring the Relationship between Anxiety and Advanced Hungarian EFL Learners’ Communication Experiences in the Target Language: A Study of High- Vs. Low-Anxious Learners
Part 3: Implications for Practice
10. Rebecca L. Oxford: Anxious Language Learners Can Change Their Minds: Ideas and Strategies from Traditional Psychology and Positive Psychology
11. Fernando D. Rubio-Alcalá: The Links between Self-Esteem and Language Anxiety and Implications for the Classroom
12. Christina Gkonou, Jean-Marc Dewaele and Mark Daubney: Conclusion
