An investigatıon of foreign language anxiety and its relation to self-efficacy in oral performance
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Tarih
2015
Yazarlar
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Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
Much research stresses the significance of individual differences in foreign language learning (Brown, 2000; Dörnyei,
2005; Ehrman, Leaver & Oxford, 2003; Skehan, 1991). These studies not only try to reveal the effects of individual
differences in the attainment of foreign language achievement but more importantly inform about the cognitive and
affective factors which form the basis of individual differences in a language-learning environment (Tallon, 2009).
While cognitive factors involve language learners’ “beliefs or perceptions about the objects or situations” (Gan, 2011,
p. 68), affective factors include the emotional sides of language learners such as values, appreciation, attitudes,
enthusiasms, feelings, motivations, personality, anxiety and self-efficacy (Bandura, 1997; Brown, 2000; Huitt, 2011;
Skehan, 1989). Although many researchers generally focus on the cognitive sides of language learners, it is important
to tap the importance of affective sides of language learners with regard to the outcomes of the learning process.
Tallon (2009, p. 113) points out that “what the learner brings to the learning situation and how the learner feels can
have an impact on what is learned.” In other words, a language learner’s positive or negative feelings have a great
influence on their language learning.
Açıklama
Anahtar Kelimeler
An investigation of foreign language anxiety, Self-efficacy in oral performance
Kaynak
Self in Language Learning (SILL) conference
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
1
Künye
Zaimoğlu, Senem. (2015). An investigation into Foreign-Language Anxiety and its Relation to Self-Effiacy in Oral performance. Self in Language Learning (SILL) conference(1), 27-48.
