Foreign and second language anxiety

By E. Horwitz. Language Teaching, 2010

523 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/43241eb6ce82c3dac5297ee0167bbe2fdf3276ae

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Citations in the corpus

Learner Attitudes, Perceptions, and Beliefs in Language Learning (2012, background): “Another important concept is anxiety, which has been typically characterized as situation-specifi c anxiety (Horwitz, 2010).”
The Correlation among EFL Learners’ Test Anxiety, Foreign Language Anxiety and Language Achievement (2016, unknown): “…1991; Comunian, 1993; Mwamwenda, 1994; Zeidner, 1998; Chapell et al., 2005; McCarthy & Goffin, 2005; Aydın, Yavuz, & Yeşilyurt, 2006; Lashkaripour, 2006; Moore, 2006; Rezazadeh & Tavakoli; 2009; Akanbi, 2010; Rana & Mahmood, 2010; Horwitz, 2010; Salehi & Marefat, 2014; Crisan & Copacı, 2015).”
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 t”
SECOND LANGUAGE ANXIETY AND ACHIEVEMENT: A META-ANALYSIS – ERRATUM (2019, background): “The inconsistency of these findings was addressed by Scovel’s (1978) seminal review of existing anxiety studies in L2 research, which is often considered a turning point in this domain (Horwitz, 2010).”
SECOND LANGUAGE ANXIETY AND ACHIEVEMENT (2019, background): “While previous research has attributed inconsistent findings in L2 anxiety research to the use of general anxiety measures (e.g., Horwitz, 2010, 2017; MacIntyre, 2017; Scovel, 1978), it is likely that inappropriate or suboptimal measures of L2 achievement may also have played a role in this regard.”
The dynamic interactions in foreign language classroom anxiety and foreign language enjoyment of pupils aged 12 to 18. A pseudo-longitudinal investigation (2017, background): “They acknowledged the existence of research on learners’ foreign language anxiety (Horwitz, 2010) and its negative effects on SLA and heeded the call issued by Dewaele and MacIntyre (2014) to also systematically include positive emotions in research designs (p.”
The Role of Task and Listener Characteristics in Second Language Listening. (2015, background): “Although general foreign language (FL) anxiety is well researched (for a review, see Horwitz, 2010), relatively little research has been dedicated to investigating anxieties related to specific language abilities, and research on listening anxiety is particularly sparse.”
Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions (2020, unknown): “Many applied linguists have explored language anxiety since 1986, seeking to identify its relatively stable sources as well as its relationship to student performance and achievement (see Dewaele, 2017; Horwitz, 2010).”
Do Girls Have All the Fun? Anxiety and Enjoyment in the Foreign Language Classroom (2016, background): “Anxiety certainly has been widely examined in language learning and might be the most studied emotion in Second Language Acquisition (SLA) (Horwitz, 2010).”
The Relationship between English Language Learner Characteristics and Online Self-regulation: A Structural Equation Modeling Approach (2020, methodology): “Among situation-specific anxieties, one of the most prominent studies on foreign language classroom anxiety, which was later developed into a theory of foreign language classrooms, was put forward and led by Horwitz et al. [12,13,46].”
L2 SELVES, EMOTIONS, AND MOTIVATED BEHAVIORS (2016, methodology): “As noted, SLA research has traditionally been very interested in anxiety (e.g., Horwitz, 2010), whereas joy, a type of positive emotion, has only recently attracted attention (e.g., Dewaele & MacIntyre, 2014), and shame has so far remained fully outside the scope of the disciplinary interest of SLA.”
The Effects of Foreign Language Anxiety and Test Anxiety on Foreign Language Test Performance (2014, background): “(For overviews of foreign language anxiety see Horwitz, 2010; Zheng, 2008).”
A Review of Horwitz, Horwitz and Cope's Theory of Foreign Language Anxiety and the Challenges to the Theory (2011, background): “These findings have led Horwitz (2010) to clarify her position that FLA is related to communication apprehension, fear of negative evaluation and test anxiety rather than being composed of them as “misinterpreted” by many researchers (p. 158).”
Foreign Language Anxiety: A Systematic Review (2019, methodology): “According to Ortega (2009), the two prominent definitions that have been enriching our knowledge of language anxiety were proposed by Horwitz et al. (1986) and Maclntyre (1999). Horwitz et al. (1986) define language anxiety to be “a distinct complex of self-perceptions, beliefs, feelings, and behavi”