Learning Language Under Tension: New Directions from a Qualitative Study

By Guy Spielmann, Mary L. Radnofsky. 2001

212 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/0c149a8fac2dda525df7a97badfc94cbd8f86996

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Citations in the corpus

Potential Sources of Anxiety for Japanese Learners of English: Preliminary Case Interviews with Five Japanese College Students in the U.S. (2005, background): “…six sources of language anxiety as a theoretical guideline for data collection and analysis, this study also discusses some of the influences or impact of those anxiety-provoking factors on L2 learning, along with some implications for further research on language anxiety and for ESL teaching.”
Anxiety and non-anxiety in a distance language learning environment: The distance factor as a modifying influence (2007, unknown): “…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; Young, 1999).”
Investigating Foreign Language Speaking Anxiety within the EFL Learner's Interlanguage System: The Case of Iranian Learners (2012, background): “Likewise, Na (2007), and Spielmann and Radnofsky (2001) have explored FL anxiety among different EFL learners and have maintained that FL anxiety can generally impact negatively on learners' performance.”
ANXIETY AND THE TRUE BEGINNER-FALSE BEGINNER DYNAMIC IN BEGINNING FRENCH AND SPANISH CLASSES (2005, background): “Nonetheless, even though positive value can be attributed to academic tension (Brown, 1984; Chastain, 1975; Scovel, 1978; Spielmann & Radnofsky, 2001), most researchers and practitioners agree that undue anxiety inhibits language learning (Horwitz, 1990).”
Listening Comprehension and Anxiety in the Arabic Language Classroom (2005, background): “On the other hand, Spielmann and Radnofsky (2001) concluded that anxiety has a detrimental effect on language acquisition.”
Effects of Language Anxiety on Three Proficiency‐Level Courses of Spanish as a Foreign Language (2009, background): “Finally, sociolinguistic factors can affect both the learner and the instructor in terms of classroom interaction, or cultural issues such as speaking two L1s or sharing two cultures, which is also related to language anxiety (Spielmann & Radnofsky, 2001).”
A Review of Horwitz, Horwitz and Cope's Theory of Foreign Language Anxiety and the Challenges to the Theory (2011, background): “However, it does not necessarily mean that the theory is perfect, as “the most accepted working hypotheses themselves may need revising” (Spielmann & Radnofsky, 2001, p. 261).”
Students’ Perceptions of Language Anxiety in Speaking Classes (2013, background): “Participants in Von Wörde’s study (1998) report that non-comprehension, the pace and the risk of being singled out in speaking activities, the limited time devoted to pedagogical and instructional practices, the risk of being humiliated through error correction and the presence of native speakers co”
Foreign language learning anxiety in Japanese EFL university classes: physical, emotional, expressive, and verbal reactions (2009, background): “…Physical, Emotional, Expressive, and Verbal Reactions ─ 3 ─ cognitive tension when their expectations about the content and organization of a course are not met, and affective tension when there is unsatisfactory interaction with other learners or the instructor (Spielmann and Radnofsky, 2001).”