2.8 Result
. Research on language anxiety is not new. Young (1999a) stated that since the 1990s, researchers and theorists have focused on language anxiety in foreign or second language settings. According to MacIntyre (1999),“there is not much empirical research on the origins of language anxiety” (p. 30), though some studies have been done in the areas of psychology and communication that relate to language anxiety. Thus, research in this area is quite new; in addition, there are many problems with the field so far MacIntyre (1999) examined the previous literature on language anxiety. He observed that the data in much of this research had been gained through questionnaire, self-reports, and interviews (ibid). Many of these studies had
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The studies seem to confirm that LA is a feeling that may be associated oral performance or target language. In her study Liu (2006) finds that 547 first year undergraduate students learners of English in China experienced anxiety when giving oral presentations in class. In Philips’ (1992) study, it is discovered that there is a negative correlation between LA and oral performance and that students who receive lower exam grades then to feel more anxious that their counterparts.
Kitano (2001) studied anxiety in the college Japanese classroom. The specific purpose of the study was to investigate two potential sources of the anxiety of college learners of Japanese in oral practice. It is concluded that an individual student’s anxiety was higher he or she perceived his or her ability as lower than that of peers and native speaker.
Based on the findings above it is obvious that language anxiety does influence language learning indirect or directly. There are various sources that trigger language anxiety among the second or foreign language students. These sources should be minimized to ensure students can learn better in foreign language classroom.
(highlighting the reasons for and against an argument if they exist, and identify gaps and
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Chau’s (1999) research conducted in Hong Kong shows one-third of the respondents negatively evaluated roles of language teachers. When a teacher keeps asking students to guess the answer of a question, in students’ perception, he/ she is actually punishing the students by asking them to stand up in the class. Thus, there should be a communication between teachers and students about their teaching and learning styles. Teachers should act as facilitators. They give guidance and support to language learning, and emphasis should be put on the communicate functions of the language, instead of spotting grammatical mistakes
How Dementia Effects Language Dementia is a disease that affects many elderly citizens. This disease is characterized by memory problems that can lead to communication issues, behavior issues and problems in many other aspects of life. The most common form of dementia is Alzheimer’s disease; studies show that up to 70% of dementia patients have this. Care for dementia patients can range from family and friends checking in on them, all the way up to assisted/nursing home care. Dementia affects language in the following ways:
However, being a linguistic minority has an impact in the ability to properly communicate with others -- to understand and be understood ¬-- and it has been closely related to mental health. Linguistic restrictions can potentially affect one’s self-esteem and sense of belonging. Additionally, children from a linguistic minority might encounter a decrease in their academic performance when being tested in a language other than their mother-tongue which might cause frustration, and the requirement for additional support in order to overcome such
The article provided no detail on how the studies were done, it only included the conclusions. C) The article does not say how many subjects were in the studies that universities conducted. It is unsure whether the studies from the universities can be valid. I would assume the populations that were used in the studies were college students.
7. Who are the participants in this research? (generally speaking who is in the sample? men/women, college students, etc.)
study in the United States can lead to negative emotions, academic difficulties, and higher levels of cultural stress. This is because language proficiency plays a critical role in transmission of information and regulation of cognitive processes. The language barrier can also lead to lack of confidence and poor social integration. Some of them may avoid communicating because of the fear of making mistakes. This contributes to the feeling of loneliness and homesickness because the students feel that they have no family to rely on.
5. CONTEXT. Where did the study take place? Describe important characteristics.
I. A small amount of anxiety can be a good thing. A lot of anxiety is when it becomes a problem. “The dividing line is when the fear becomes so great that it causes a lot of distress and/or it makes the person not able to do certain things” says Dr. Bridget Walker. Having a constant or persistent feeling of fear and distress, is known as anxiety.
The authors did an outstanding job presenting their findings in a way in which the reader can make their own judgments about the topic. Additionally, the authors did an exceptional job outlining the pros and cons of their own study. Graham and Louis 2010 state “We recognize this study has a number of limitation” (p.173). The authors recognize the findings may be inaccurate because of the size and interest of the sample population. The authors concludes this article with a detailed explanation why an individual could question the foundation on which their hypothesis is built.
Many topics have been covered through this semester of Com 101 dealing with public speaking. Some of the topics include: speech anxiety, plagiarism, and abusive language. All three of those topics can relate to The Office in one or more ways. The first topic, speech anxiety can be caused by more than one reason. One reason speech anxiety can be caused is by a bad experience in front of a group of people.
Living with Social Anxiety Disorder By: Brandi Jester Thesis: Have you ever been excited about going out and canceled at the last minute? Had to tell someone that you were not feeling good or that you could not go because you had a last-minute emergency? When the real reason you can not go is because you did not want to leave the house is because you’re anxious about the people you will run in to. The crippling thought of having to speak to others, how you will look to them, and how they judge you.
It feels as if though you are submerged in water, and the water is gradually becoming darker and darker. Although you can still breathe, you find it 's getting harder to do so. All you can do is remain still, and hope that you will eventually float back to the top. This is what social anxiety feels like. It started as a peculiar feeling, when I found myself in a situation were I was surrounded by countless faces that I was unfamiliar with.
THE NATURE OF ANXIETY Name Course Tutor University City/State Date Summary of Key Points The chapter “The nature of anxiety” is an account of Scott Stossel’s first-hand experience with the anxiety condition. His main argument in the text is that many medications do not work in treating anxiety and he recommends learning to live rightly with the condition.
Chapter 1: Introduction 1.1. What is Social Anxiety? Social phobia or more commonly known as social anxiety disorder is a very familiar, impairing, but treatable disorder, which impacts the patient in various ways. It is the fear of social situations, and of being judged or evaluated by others around a person (Nardi, 2003).
Conquering math anxiety for girls Introduction Millions of girls at schools and universities are terrified of math. They try to avoid math subjects as long as possible and then, they choose majors that require little or no math. Research has shown that high level of anxiety in students causes unacceptable performance in the subject. Invariably, it is believed that math has usually been students' biggest problem in schools. However, a research by University of Missouri, the University of California-Irvine and the University of Glasgow in Scotland concluded that, the level of math anxiety in girls differences boys.