To Err Is Human: A Reminder to Teachers of Language‐Anxious Students

By T. Gregersen. 2003

233 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/0280bb65f141522d5b70004e8a9c039ef56b683b

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Citations in the corpus

ANXIETY OF SPEAKING ENGLISH IN CLASS AMONG INTERNATIONAL STUDENTS IN A MALAYSIAN UNIVERSITY (2013, methodology): “The strategies used by students for coping with anxiety were determined using information culled from the literature mainly from Prins (1986), Bailey et al (1999) and Gregersen (2003) (see Findings below) .”
An Investigation on the Language Anxiety and Fear of Negative Evaluation among Turkish EFL Learners (2008, methodology): “…structure while speaking, findings parallel to the previous findings that speaking in front of other learners is a situational source of anxiety in foreign language classrooms (Koch and Terrell, 1991) and that anxious learners commit more errors through fear of making mistakes (Gregersen, 2003).”
Do Girls Have All the Fun? Anxiety and Enjoyment in the Foreign Language Classroom (2016, background): “The list of potential sources of anxiety in language learning and communication is long, including harsh error correction (Gregersen, 2003), competitiveness among learners (Bailey, 1983), incompatibility between teacher and student (Gregersen & MacIntyre, 2014), personality traits such as neuroticis”
Anxiety and non-anxiety in a distance language learning environment: The distance factor as a modifying influence (2007, unknown): “The extensive body of research into language anxiety spans over three decades (Arnold, 1999; Brown, 1973; Ehrman, 1996; Gregersen, 2003, 2005; Horwitz et al., 1986; Klein-46 mann, 1977; Kondo and Ying-Ling, 2004; MacIntyre, 1999; Mills et al., 2006; Oxford, 1999; Spielmann and Radnofsky, 1999;…”
An exploration of speaking-in-class anxiety with Chinese ESL learners (2011, background): “Aida (1994), Cheng (1994) and Gregersen (2003) have established a negative association between anxiety and second/foreign language performance (in this article, second language or L2 is used to refer to both second and foreign languages).”
Helping students overcome foreign language speaking anxiety in the English classroom: theoretical issues and practical recommendations (2009, background): “…speaking anxiety is a common phenomenon in the teaching of English as a foreign language, it seems that teachers do not always identify anxious students, and attribute their unwillingness to engage in speaking tasks to factors such as lack of motivation, or “poor attitude” (Gregersen, 2003: 30).”
Effects of Language Anxiety on Three Proficiency‐Level Courses of Spanish as a Foreign Language (2009, background): “Given the different views on language anxiety, some studies have concluded that high anxiety usually has a negative effect on the language acquisition process (e.g., Campbell & Ortiz, 1991; Gregersen, 2003; Gregersen & Horwitz, 2002; Horwitz, Horwitz, & Cope, 1986; Horwitz & Young, 1991).”
Willingness to Communicate in the Second Language: Understanding the Decision to Speak as a Volitional Process (2007, background): “…Foreign Language Classroom Anxiety Scale, Horwitz et al., 1986) are quite reliably, negatively related to a wide variety of measures of L2 performance (Aida, 1994; Frantzen & Magnan, 2005; Gregersen, 2003; Horwitz, 1986; MacIntyre & Gardner, 1994a; Onwuegbuzie, Bailey, & Daley, 2000; Vogley, 1998).”
The effect of multilingualism, sociobiographical, and situational factors on communicative anxiety and foreign language anxiety of mature language learners (2007, background): “Second language performance seems negatively correlated with higher levels of state anxiety (Gregersen, 2003; MacIntyre & Gardner, 1994b).”
Motivation, Emotion, Learning Experience, and Second Language Comprehensibility Development in Classroom Settings: A Cross-Sectional and Longitudinal Study (2018, background): “Anxiety has been linked to harsh error correction (Gregersen, 2003), incompatibility between teachers and students (Gregersen, MacIntyre, & Maze, 2014), and thus has been identified as having a debilitating effect on L2 learning and achievement (for a review, see Horwitz, 2017, MacIntyre, 2017).”
Anxiety, language use and linguistic competence in an immigrant context: a vicious circle? (2019, background): “…vicious circle relationship between social network (and the language practices enacted within them) and language proficiency proposed in Li (1994) for the ML can be merged with the link between anxiety and avoidance offered in the FLA/SLA context (e.g. MacIntyre 1999; Dewaele 2007; Gregersen 2003).”
ANXIETY AND THE TRUE BEGINNER-FALSE BEGINNER DYNAMIC IN BEGINNING FRENCH AND SPANISH CLASSES (2005, background): “Anxious feelings can relate to personality traits, such as perfectionism (Gregersen & Horwitz, 2002; Price, 1991), lack of self-confidence especially in comparison to peers (Cheng, 2002; Clément, Dörnyei, & Noels, 1994; Kitano, 2001), test anxiety (Horwitz, Horwitz, & Cope, 1986), fear of public spe”
The two faces of Janus? Anxiety and enjoyment in the foreign language classroom (2014, background): “There is a long list of potential sources of FLA, including harsh error correction (Gregersen, 2003; Young, 1991), self-presentation concerns (Cohen & Norst, 1989), competitiveness among learners (Bailey, 1983), incompatibility between teacher and student (Gregersen & MacIntyre, 2014), personality…”