Effects of Language Anxiety on Three Proficiency‐Level Courses of Spanish as a Foreign Language

By Mónica Marcos-Llinás, M. J. Garau. 2009

240 citations recorded by the source corpus.

Subfields: Gender Studies, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/6d17abb6977b3bcbeafed519d1c8d166018b476e

How researchers see this paper

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

In Gender Studies

1. S. Melchor-Couto
2. D. Lasagabaster
3. Chengchen Li

In Language and Linguistics

1. A. Doiz
2. Lawrence Jun Zhang
3. Yongliang Wang
4. Ali Derakhshan
5. Chengchen Li
6. D. Lasagabaster
7. S. Melchor-Couto
8. Masoomeh Salehi

In Literature and Literary Theory

1. A. Doiz
2. D. Lasagabaster
3. S. Melchor-Couto
4. Masoomeh Salehi
5. Yongliang Wang
6. Lawrence Jun Zhang
7. Ali Derakhshan
8. F. Marefat

Citations in the corpus

• Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions (2021, background): “This change urged language researchers and practitioners worldwide to switch their focus from studying negative emotions such as anxiety (Marcos-Llinás and Garau, 2009), boredom (Pawlak et al.”
• A Longitudinal Study on the Impact of CLIL on Affective Factors (2015, background): “Moreover, there is mounting evidence which ‘challenges the long-held tenet in anxiety research that foreign language anxiety interferes with foreign language proficiency and achievement’ (Marcos-Llinás and Juan-Garau 2009: 104).”
• The Effects of Foreign Language Anxiety and Test Anxiety on Foreign Language Test Performance (2014, background): “Marcos-Llinás and Garau (2009) investigated the effects of language anxiety on course achievement in three foreign language proficiency levels of Spanish, namely, beginner, intermediate, and advanced.”
• Foreign language anxiety levels in Second Life oral interaction (2016, background): “…at lower levels of ability, decreasing as students’ proficiency improves (MacIntyre &Gardner, 1991), although a number of studies show that participants learning an FL at an advanced level may also experience high degrees of FLA (Kitano, 2001; Marcos-Llinás & Garau, 2009; Saito & Samimy, 1996).”
• A Positive Psychology perspective on Chinese EFL students’ trait emotional intelligence, foreign language enjoyment and EFL learning achievement (2019, background): “Furthermore, considering that students at different achievement levels may have different psychological features (Saito and Samimy 1996; Marcos-Llinás and Garau 2009; Dewaele and MacIntyre 2014), the participants were recruited from three schools at differing academic levels (i.e. from top to…”