Reticence in second language case discussions: anxiety and aspirations

Jackson, Jane

doi:10.1016/s0346-251x(01)00051-3

Cited by 151 publications

(127 citation statements)

References 12 publications

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“…This factor is claimed most anxiety-provoking in the previous studies by Jackson (2002) and William and Andrade (2008). Their findings showed that students are less hesitant to speak outside of class, but appear reticent when they figured out to speak in the discussions or in front of others.…”

Section: Fear Of Speaking In Classmentioning

confidence: 71%

“…These studies have proved that the FL classroom anxiety can lead to learners' low proficiency because of their high level of "Affective Filter" (Brown, 1980). Moreover, studies have shown that FL classroom anxiety is attributive to several causal factors like gender (Cheng, 2002;Chapell et al, 2005;Donovan & MacIntyre, 2005); education levels (Elkhafaifi, 2005;Chen, 2002;Cheng, 2002), language competence (Onwuegbuzie et al, 1999;Aida, 1994;Tasee, 2009;Dewaele et al, 2008), self-confidence (Cheng et al, 1999;Cheng, 2002;Matsuda & Gobel, 2004), instructor-learner interactions (Tsui,1996;Liu, 2006a;Wörde, 2003)., classroom procedure (Jackson, 2002;William & Andrade, 2008), language testing (Chapell et al, 2005;Chen, 2007;Onwuegbuzie, 1999), social status and self-identity (Zhang et al, 2003;Tanveer, 2007), etc.…”

Section: Introductionmentioning

confidence: 99%

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The Chinese Bouyei College Students’ Classroom Anxiety in Foreign Language Learning: A Survey Study

Wei¹,

Yodkamlue²

2012

IJEL

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This survey study aims to investigate the level of the Chinese Bouyei college students' general foreign language (FL) classroom anxiety, the relationships between their FL classroom anxiety and the four independent variables, gender, major field of study, level of academic year, and level of college, and possible causal factors contributive to their FL classroom anxiety. A previously published written questionnaire was administered to 320 1 st -and 2 nd -year Bouyei college learners in three main fields of study at five colleges of two levels in south and southwest areas of Guizhou Province, China. Ten interview questions were also conducted to 25 interviewees randomly selected from these colleges. The results of the analysis show that the Chinese Bouyei college learners experienced medium level of FL classroom anxiety; there were significant differences between their FL classroom anxiety and the first three independent variables, but not the last; and twelve main causal factors were found contributive to their FL classroom anxiety, among which some are new or different from the findings of the previous studies. Discussion was made on the research findings and what the interviewees expected from the teachers, followed by implications and suggestions for FL instructors that might help enhance and facilitate students' FL learning.

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Section: Fear Of Speaking In Classmentioning

confidence: 71%

Section: Introductionmentioning

confidence: 99%

The Chinese Bouyei College Students’ Classroom Anxiety in Foreign Language Learning: A Survey Study

Wei¹,

Yodkamlue²

2012

IJEL

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“…That this is a desirable thing to do comes from the voices of the students themselves. Research studies by Beaver and Bhat (2002), Durkin (2003), Jackson (2002), and Liu (2002) all contain commentary from Chinese students about wanting to participate but finding it difficult to do so, especially in their first semester as a student in a foreign institution. Indeed the students in Jackson's study on tutorial participation identified not only their reasons for not participating, but also the conditions under which they felt they could or could not participate.…”

Section: No Wisdom Like Silence: Silence and Cultural Contextsmentioning

confidence: 99%

The Significance of Silence: Differences in Meaning, Learning Styles, and Teaching Strategies in Cross-Cultural Settings

Wilkinson

Olliver-Gray

2006

An International Journal of Psychological Sciences

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This exploratory study focused on a concern that is often expressed in New Zealand tertiary institutions about Chinese (and other Asian) students' lack of participation in classroom discussions. It explores the nature of silence in both Western and Chinese cultures and pedagogies, and relates the differences to the expectations teachers and learners bring to the classroom. To bridge these differences in expectations, a culturally synergistic model of workshops was proposed and trialled at a student learning support centre. Results showed that spontaneous oral participation by Chinese students was greater in the specially structured workshops, and that having structured activities within any workshop increased participation more than simply asking general questions and addressing the whole class. These findings suggest a need to further investigate wider classroom applications of the new workshop structure that scaffolds discussion and allows Chinese students to explore their understanding. The findings also suggest that too much weight is put on the expectation that Chinese students are silent because of their heritage.

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“…Group work fosters L2 oral communication and, consequently, promotes L2 acquisition. An ethnographic study investigating the reasons for reticence among Chinese students learning English as part of a business course tends to support these suppositions [12]. The study collected data from interviews with students and their lecturers and found that some affective, socio-cultural, and educational factors were common causes of student reticence and hesitation.…”

Section: Literature Review: the Role Of Teacher Strategiesmentioning

confidence: 99%

A student perspective on the use of motivational strategies by their english language literature instructors in an omani university

Al-Mahrooqi¹,

Denman²,

Al-Hasani³

2017

Language and Culture

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Abstract. Motivation has been recognized as one of the most influential factors in language learning. This study examines the frequency of use of motivational strategies by English-language literature instructors at the tertiary level in Oman as viewed by their students. A previous study [1] focused on teachers' views of the frequency and importance of 48 motivational microstrategies, divided into 10 macrostrategies, in the Omani classroom. Findings indicate that teachers regarded all strategies as important while the degree of importance assigned to them correlated well with frequency of use. As that study involved only teacher participants, the current research utilized a modified version of its questionnaire to explore the frequency with which 65 Omani English-language literature learners believe these motivational strategies are employed by their instructors. Results suggest that participants believe their instructors often employ five of the featured macrostrategies. These include promoting self-confidence, creating a pleasant classroom environment, and making learning tasks engaging. However, the remaining five macrostrategies, such as promoting building group cohesiveness and familiarizing learners with L2 values, were rarely employed. These findings are compared to those from the previous study before a number of implications for motivating learners in Omani classrooms are offered.

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Reticence in second language case discussions: anxiety and aspirations

Cited by 151 publications

References 12 publications

The Chinese Bouyei College Students’ Classroom Anxiety in Foreign Language Learning: A Survey Study

The Chinese Bouyei College Students’ Classroom Anxiety in Foreign Language Learning: A Survey Study

The Significance of Silence: Differences in Meaning, Learning Styles, and Teaching Strategies in Cross-Cultural Settings

A student perspective on the use of motivational strategies by their english language literature instructors in an omani university

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