Student and Instructor Beliefs and Attitudes about Target Language Use, First Language Use, and Anxiety: Report of a Questionnaire Study

By Glenn S. Levine. 2003

460 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/5a7c70b0ee53768d45e29599698f7ba0f6e339c6

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Citations in the corpus

Translanguaging in Chinese foreign language classrooms: students and teachers’ attitudes and practices (2019, background): “The situation corresponded to what Levine (2003) found in his survey to understand students’ views in classroom language use.”
What's the Problem? L2 Learners' Use of the L1 During Consciousness-Raising, Form-Focused Tasks (2008, background): “Some researchers have argued, however, that using the L1 in the classroom may facilitate L2 acquisition (Antón & DiCamilla, 1998; Artemeva, 1995; Cook, 1999, 2001; Levine, 2003).”
First Language Use in Second and Foreign Language Learning (2009, unknown): “Current thinking leans towards acceptance of judicious and theoretically principled L1 use (e.g. Cook, 2001; Levine, 2003; Liebscher & Dailey-O’Cain, 2004; Macaro, 2005; Turnbull, 2001).”
Investigating Foreign Language Speaking Anxiety within the EFL Learner's Interlanguage System: The Case of Iranian Learners (2012, background): “In this sense, Levine (2003) reports that students who come from monolingual backgrounds also tend to feel more anxious than students who come from bi-or multilingual backgrounds.”
Own-language use in language teaching and learning (2012, background): “starting to be seen as a ‘normal behaviour’ (Levine 2009) within language classrooms.”
Learner Code-Switching in the Content-Based Foreign Language Classroom (2004, background): “…89, ii, (2005) 0026-7902/05/234–247 $1.50/0 C©2005 The Modern Language Journal 1999; Blyth, 1995; Castellotti & Moore, 1997; Cook, 2001; Kramsch, 1995; Levine, 2003; Nizegorodcew, 1996) have argued for a shift in approach, linking the use of the L1 to issues of language acquisition, identity, and…”
Learner Attitudes, Perceptions, and Beliefs in Language Learning (2012, background): “Scholars have examined this relationship as it relates to target language use in the classroom (Levine, 2003), learners’ self-expressive speech (Yoshida, 2007), effective FL teaching (Brown, 2009), accents in the target language (Drewelow & Theobald, 2007), and teaching strategy frequency (Bernaus…”
First and second language use in English medium instruction contexts (2018, methodology): “The questionnaire was designed with reference to Levine (2003) and Wang (2003) and piloted for necessary revisions before use.”
Anxiety and Second/Foreign Language Learning Revisited (2008, background): “Research also indicates that teachers’ perception of students’ language anxiety may sometimes be incongruent with students’ own perception (Levine, 2003).”
The Amount, Purpose, and Reasons for Using L1 in L2 Classrooms (2009, background): “They have generally found that although instructors acknowledge the importance of teaching in L2, most of them still use L1 to a certain degree in their classrooms (e.g., Duff & Polio, 1990; Levine, 2003; Macaro, 1995; Mpras, 2003; Schweers, 1999).”
English only? The linguistic choices of teachers of young EFL learners (2010, background): “In response, Levine (2003) offers three tenets for L1–TL use: the Optimal Use Tenet, which accepts the role of the L1 in the FL class; the Marked L1 Tenet, which sees L1 use for pedagogical functions as a marked code compared to the TL; and the Collaborative Language Use Tenet which refers to the…”
Teachers' Code-Switching to the L1 in EFL Classroom (2010, methodology): “Both the questionnaires(See Appendix A and B)were designed with some modifications based on the studies of Duff & Polio [17], Macaro [20] and Levine [21].”