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Foreign Language Learning Anxiety in China

Theories and Applications in English Language Teaching

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EAN: N/A SKU: 9789811356650 Category:

Book Details

Weight 379 g
Dimensions 155 × 235 mm
ISBN

9789811356650
Book Cover

Paperback / softback
Publisher

Springer Singapore
Pages

221
Publishing Date

2019

About The Author

He, Deyuan

Already the focus of much interest for 50 years, the study of foreign language learning anxiety (FLLA) still remains a popular research topic among scholars in Western countries. FLLA is believed to be an important cause of students’ “dumb English”. Considering the paucity of monographs on FLLA in China, this book represents an important step towards filling this gap. The author uses his PhD dissertation as a foundation for reviewing and discussing previous literature, as well as the current status of and major issues concerning FLLA worldwide. The book explores FLLA in China by using innovative triangulated research methodology, combining both quantitative and qualitative methods, namely surveys, focused interviews, and classroom observations. It also highlights the significance and implications of the research results and predicts the future of global FLLA research with a particular focus on China. Readers will discover the latest developments and issues concerning FLLA, causes of FLLA, and verified, effective strategies for alleviating such anxiety.

Foreword 
About the Author
Acknowledgements
List of Abbreviations
List of Tables
List of Figures
Introduction
Chapter 1 Framework for foreign language learning anxiety (FLLA)
1.1 FLLA research background
1.2 Conceptualizing FLLA
1.2.1 Anxiety
1.2.2 Language anxiety
1.2.3 Foreign language anxiety (FLA)

1.2.4 Foreign language speaking anxiety (FLSA)

1.3 Current issues and emerging trends in researching FLLA
Chapter 2 History of and major developments in FLLA outside China
2.1 Anxiety and language learning: General theories
2.1.1 State anxiety vs. trait anxiety
2.1.2 General anxiety vs. specific anxiety
2.1.3 Facilitating anxiety vs. debilitating anxiety
2.1.4 Unitary anxiety vs. Multidimensional anxiety
2.2 FLA and foreign language learning
2.2.1 Research on FLA and foreign language learning before 1980s
2.2.2 Research on FLA and foreign language learning in 1980s
2.2.3 Research on FLA and foreign language learning after 1980s
2.3 Sources of FLA
2.3.1 Personal and interpersonal anxieties
2.3.2 Learner beliefs about language learning
2.3.3 Instructor beliefs about language teaching
2.3.4 Instructor-learner interactions
2.3.5 Classroom procedures
2.3.6 Language testing
2.3.7 Motivation
2.3.8 Cultural factors
2.3.9 Frequency of language use
2.3.10 Context of language acquisition
2.4 Strategies for FLA
2.4.1 Limited research on strategies coping with FLA
2.4.2 Effectiveness of coping strategies
Chapter 3 Developments in the field of FLLA in China
3.1 Overview of FLLA research in China
3.2 Status of English as a foreign language in China
3.3 Efficiency in English learning and influence of FLSA on English learners
3.4 Limited empirical research on FLSA in China
Chapter 4 Major reasons leading to FLSA
4.1 Reasons from questionnaire surveys
4.2 Reasons from interviews
4.3 Reasons from classroom observations
Chapter 5 Effective strategies coping with FLSA
5.1 Strategies from questionnaire surveys
5.2 Strategies from interviews
5.3 Strategies from classroom observations
5.4 Application and verification of the strategies
Chapter 6 FLLA: Present and prospects
6.1 Present situation of FLLA revisited
6.2 Implications for foreign language teaching in China
6.2.1 Theoretical implications
6.2.2 Methodological implications
6.2.3 Pedagogical implications
6.3 Future directions for FLLA research
Bibliography
Appendices
Index

Dr. Deyuan He is now an Assistant Professor at Universiti Brunei Darussalam. He learnt and taught in mainland China and Hong Kong before relocating to Brunei. He was awarded various scholarships and awards, such as the Best Paper Award received in the 2010 International College Teaching and Learning Conference. His research interests include Second Language Acquisition, World Englishes, and EFL/ESL Teaching and Learning. He has published his works in journals like TESOL Quarterly, Educational Studies, and World Englishes.  Already the focus of much interest for 50 years, the study of foreign language learning anxiety (FLLA) still remains a popular research topic among scholars in Western countries. FLLA is believed to be an important cause of students’ “dumb English”. Considering the paucity of monographs on FLLA in China, this book represents an important step towards filling this gap. The author uses his PhD dissertation as a foundation for reviewing and discussing previous literature, as well as the current status of and major issues concerning FLLA worldwide. The book explores FLLA in China by using innovative triangulated research methodology, combining both quantitative and qualitative methods, namely surveys, focused interviews, and classroom observations. It also highlights the significance and implications of the research results and predicts the future of global FLLA research with a particular focus on China. Readers will discover the latest developments and issues concerning FLLA, causes of FLLA, and verified, effective strategies for alleviating such anxiety.

The first book on foreign language learning anxiety (FLLA) in China to be published in English
Includes recent studies on FLLA in China published in both English and Chinese
Discusses implications for international students, teachers and researchers in the field of FLLA