ANXIETY AND THE TRUE BEGINNER-FALSE BEGINNER DYNAMIC IN BEGINNING FRENCH AND SPANISH CLASSES

By Diana Frantzen, Sally Sieloff Magnan. 2005

94 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/08acf0abf97de727bac1b65533f79af4ebfffd95

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. François Pichette
2. M. J. Garau
3. Mónica Marcos-Llinás
4. P. Macintyre
5. Stella Hurd
6. Jean–Marc Dewaele
7. Yukiko Hashimoto
8. Wei Wang

In Education

1. François Pichette
2. M. J. Garau
3. Mónica Marcos-Llinás
4. P. Macintyre
5. Stella Hurd

In Language and Linguistics

1. François Pichette
2. M. J. Garau
3. Mónica Marcos-Llinás
4. P. Macintyre
5. Stella Hurd
6. Jean–Marc Dewaele
7. Chengchen Li
8. Livia Dewaele

Citations in the corpus

• Towards a Better Understanding of the Dynamic Role of the Distance Language Learner: Learner perceptions of personality, motivation, roles, and approaches (2006, background): “Given the importance attached to the teacher as a critical factor in successful learning (Frantzen & Magnan, 2005; White, 2003), students were asked in the initial questionnaire in February, at the start of the course, to give their view of the tutor’s role in distance language learning by choosing…”
• Willingness to Communicate in the Second Language: Understanding the Decision to Speak as a Volitional Process (2007, background): “On the other hand, situation-specific measures of language anxiety (e.g., the 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;”
• Anxiety and non-anxiety in a distance language learning environment: The distance factor as a modifying influence (2007, unknown): “O O While there have been many studies investigating anxiety in the classroom (Cheng et al., 1999; Frantzen and Magnan, 2005; Rodriquez and Abreu, 2003; Saito et al., 1999), affect in the distance language learning context has received relatively scant attention (Bown, 2006; Harris, 1995), and yet…”
• Second Language Anxiety and Distance Language Learning (2009, background): “…spent preparing for tests and availability of older test versions (Davis, 1993), more sentence repetitions (MacIntyre & Gardner, 1994), slower pace (Frantzen & Magnan, 2005), use of portfolios (Abu-Rabia, 2004), use of less material at a time (VanPatten & Glass, 1999), humorous content (Berk,…”
• Effects of Language Anxiety on Three Proficiency‐Level Courses of Spanish as a Foreign Language (2009, background): “Recently, though, different studies show that some level of anxiety is not as detrimental as originally thought (see Frantzen & Magnan, 2005; Spielmann & Radnofsky, 2001).”
• Effects of Trait Emotional Intelligence and Sociobiographical Variables on Communicative Anxiety and Foreign Language Anxiety among Adult Multilinguals: A Review and Empirical Investigation (2008, unknown): “Further studies have confirmed this trend (Abu-Rabia, 2004; Dewaele, 2007c; Frantzen & Magnan, 2005; Matsuda & Gobel, 2004; Onwuegbuzie, Bailey, & Daley, 2002).”