Questioning the Stability of Foreign Language Classroom Anxiety and Motivation Across Different Classroom Contexts

: This study examined whether foreign language learner anxiety and motivational goal orientations remained stable across two different classroom contexts: a reading course and a conversation course. The researcher measured anxiety and four types of motivational goal orientations by surveying 59 Kore...

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Vydáno v:	Foreign language annals Ročník 42; číslo 1; s. 138 - 157
Hlavní autor:	Kim, Sung-Yeon
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	Malden, USA Blackwell Publishing Inc 01.03.2009 John Wiley & Sons, Inc American Council on the Teaching of Foreign Languages
Témata:	affective variables Anxiety Classrooms College Students Colleges & universities Communicative Language Teaching Context Conversational Language Courses Cultural differences EFL English (Second Language) English as a second language English as a Second Language Learning Foreign Countries foreign language classroom Foreign language instruction Foreign language learning Foreign languages Goal Orientation Korea Language Language acquisition Language instruction Language Skills Learning Environment Learning Motivation Learning Processes Motivation Multivariate Analysis R&D Reading Instruction Research & development Second Language Instruction Second Language Learning Second language teachers Studies Teaching Methods Writing Apprehension South Korea United States > US Texas
ISSN:	0015-718X, 1944-9720
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Shrnutí:	: This study examined whether foreign language learner anxiety and motivational goal orientations remained stable across two different classroom contexts: a reading course and a conversation course. The researcher measured anxiety and four types of motivational goal orientations by surveying 59 Korean college students learning English in both courses. A repeated‐measures MANCOVA was used to analyze the responses. The findings indicated that levels of anxiety can vary according to instructional contexts. The study found a significant difference for anxiety, with the students reporting higher levels of anxiety in the conversation course than in the reading course. By contrast, for goal orientation, students exhibited similar patterns across contexts. These Korean students displayed a high tendency toward a utilitarian goal regardless of context. The article also suggests teaching implications for reducing anxiety and enhancing motivation.
Bibliografie:	istex:FA04BFFF69BB984296BDE108AD339B9DCBC9EB37 ArticleID:FLAN1012 ark:/67375/WNG-VMMFPQ5R-Z ObjectType-Article-1 SourceType-Scholarly Journals-1 content type line 14 ObjectType-Literature Review-2 ObjectType-Feature-2 content type line 23
ISSN:	0015-718X 1944-9720
DOI:	10.1111/j.1944-9720.2009.01012.x