Affective and Ability Factors in Second‐language Acquisition

Chastain, Kenneth

doi:10.1111/j.1467-1770.1975.tb00115.x

Cited by 244 publications

(207 citation statements)

References 7 publications

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“…On one side, Alpert and Haber (1960), Chastain (1975) and Kleinmann (1977) concluded that anxiety could have facilitative effect on students' performance. On the other hand, McIntyre and Gardner (1989), Saito and Samimy (1996) found negative relationship between language anxiety and English learners' performance.…”

Section: Flas Developed Bymentioning

confidence: 99%

Relationship among Iranian EFL Students’ Foreign Language Anxiety, Foreign Language Listening Anxiety and Their Listening Comprehension

Serraj¹,

Noordin²

2013

ELT

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Anxiety is an influential factor in a foreign language learning domain and plays a crucial role in language learners' performance. The following study was conducted to explore the possible impact of Foreign Language Anxiety and Foreign Language Listening Anxiety on language learners' listening skill. The researcher was interested to know the correlation that could exist among the three variables: Listening Comprehension, Foreign Language Anxiety and Foreign Language Listening Anxiety. The participants of the study were 210 Iranian EFL students in Iran. The study revealed that there was -.414 correlations between FLLA and listening comprehension and -.214 correlations between FLA and listening comprehension whereas FLA and FLLA enjoyed a .513 correlation. It can be concluded that the relationship between Foreign Language Anxiety and Foreign Language Listening Anxiety of the participants are in accordance with each other. Furthermore the result shows that the impact of FLLA on Iranian students' listening comprehension skill is significantly more problematic. Therefore it is recommended that FL teachers and learners should be more aware of the hindering effect of FLA and FLLA in particular on the process of teaching and learning the listening comprehension.

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Section: Flas Developed Bymentioning

confidence: 99%

Relationship among Iranian EFL Students’ Foreign Language Anxiety, Foreign Language Listening Anxiety and Their Listening Comprehension

Serraj¹,

Noordin²

2013

ELT

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“…Neutral relationships have also been found. In a study by Chastain (1975), it was shown that the directions of the correlations between anxiety and language learning in three languages (French, German, and Spanish) were not consistent. Three levels of correlation, positive, negative, and near zero were found.…”

Section: Theory and Practice In Language Studiesmentioning

confidence: 99%

On the Relationship between Foreign Language Classroom Anxiety, Willingness to Communicate and Scholastic Success among Iranian EFL Learners

Rastegar¹,

Karami²

2015

TPLS

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Abstract-The present study aimed at investigating the relationships among foreign language classroom anxiety, willingness to communicate, and the scholastic success of Iranian EFL learners. To this end, 74 senior and junior students majoring in English Literature and English Translation at Shahid Bahonar university of Kerman participated in this study. To collect the required data, the following questionnaires were applied: The results of this study revealed that there was a significant negative relationship between foreign language classroom anxiety and willingness to communicate. The relationship between foreign language classroom anxiety and scholastic success was also found to be significantly negative. However, a significant positive relationship was found between willingness to communicate and scholastic success. This study recommends that language teachers identify the causes of language anxiety and try to avoid being one of them. They should also help their students boost their language achievement by increasing their willingness to communicate and decreasing their anxiety in language classes. Index Terms-Foreign

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“…According to Chastain (1975), there was a negative correlation showing that greater successfulness was due to low test anxiety. As O'Malley and Chamot (1990) mentioned, by means of socio-affective strategies, language learners can lessen anxiety by utilizing some mental techniques and solve problems through teacher-student or peer interactions.…”

Section: B Significance Of and Justification For The Studymentioning

confidence: 99%

The Effect of Socio-affective Strategies on Students’ Test Anxiety across Different Genders

Saeidi¹,

Khaliliaqdam²

2013

TPLS

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Abstract-In the school setting, anxiety is often experienced by students when the students are evaluated, such as when they are taking a test or giving a public performance. When test anxiety is harsh, it can have outstanding negative effects on a student's ability to carry on at an optimum level. The purpose of this study is to investigate the effect of socio-affective strategies on male and female high school students' test anxiety across different genders. The participants of the study were 100 EFL Iranian students, including 56 male and 44 female, aged 15-16. The students were selected randomly and divided into four groups. The experimental groups consisted of one male class and one female class. Likewise, the control groups included one male class and one female class. In experimental groups, the teacher used socio-affective strategies; however, in control groups, no socio-affective strategies were used. The results of the ANCOVA statistical analysis indicated that there is a significant difference between experimental and control groups in terms of level of anxiety. Another finding of the study revealed that the difference between test anxiety of male and female was significant. The results of this study might be of interest for practitioners, especially, material developers and teachers in terms of various input-oriented tasks enriched by socio-affective strategy-based tasks to increase learners' autonomy and lower their test anxiety.

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Affective and Ability Factors in Second‐language Acquisition

Cited by 244 publications

References 7 publications

Relationship among Iranian EFL Students’ Foreign Language Anxiety, Foreign Language Listening Anxiety and Their Listening Comprehension

Relationship among Iranian EFL Students’ Foreign Language Anxiety, Foreign Language Listening Anxiety and Their Listening Comprehension

On the Relationship between Foreign Language Classroom Anxiety, Willingness to Communicate and Scholastic Success among Iranian EFL Learners

The Effect of Socio-affective Strategies on Students’ Test Anxiety across Different Genders

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