Anxiety in the College Japanese Language Classroom

By Kazuhiko Kitano. 2001

479 citations recorded by the source corpus.

Subfields: Language and Linguistics, Social Psychology

View Paper: https://www.semanticscholar.org/paper/e53684d32ad8a1c706e90d727a16bd9e02866495

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Citations in the corpus

Listening Comprehension and Anxiety in the Arabic Language Classroom (2005, background): “More recently, several scholars have investigated the role of anxiety in some LCTLs such as Japanese (Aida, 1994; Kitano, 2001; Matsuda & Gobel, 2001; Saito & Samimy, 1996; Samimy & Tabuse, 1992) and Russian (Ingram, Nord, & Dragy, 1975; O’Toole, 1993).”
Foreign language anxiety of students studying English Language and Literature: A Sample from Turkey (2016, methodology): “The findings of the present study support the results of other studies which asserted that male learners experienced higher foreign language anxiety than female learners (Awan et al., 2010; Aydemir, 2011; Campbell, 1999; Cui, 2011; Hsu, 2009; Karabey, 2011; Kitano, 2001; MacIntyre, Baker and Donovan”
Speaking Anxiety in English Conversation Classrooms among Thai Students. (2016, background): “the target language is also identified as a potential source contributing to foreign language speaking anxiety in the study of Kitano (2001). In addition, ÖztÜrk and GÜrbÜz (2014) found that foreign language anxiety arises from three major sources: fear of making mistakes, a perfectionist attitude a”
Student teacher anxieties related to practice teaching (2003, background): “Some studies indicate that student teachers experience moderate levels of anxiety (Hart, 1987; Wendt & Bain, 1989; Behets, 1990; Capel, 1997; Morton, Vesco, Williams & Awender, 1997) while others show that student teachers report high anxiety levels (Thompson, 1963; Erickson & Russ, 1967; Singh, 197”
The Correlation among EFL Learners’ Test Anxiety, Foreign Language Anxiety and Language Achievement (2016, background): “On the other hand, a limited number of investigations reported that males experienced high FLA scores than males (Nyikos, 1990; Campbell & Shaw, 1994; Kitano, 2001; Mills, Pajares, & Herron, 2006; Sertçetin, 2006; Zhao, 2007; Awan et al., 2010; Han, 2014).”
Do Girls Have All the Fun? Anxiety and Enjoyment in the Foreign Language Classroom (2016, background): “Some researchers reported lower FLA levels for women than for men (Campbell & Shaw, 1994; Kitano, 2001); others have found the opposite pattern (Arnaiz & Guillén, 2012; Donovan & MacIntyre, 2005) and some have found no differences at all (Dewaele, Petrides & Furnham, 2008, Dewaele, 2013b; Matsuda & ”
Learners' Self - Efficacy In Reading And Its Relation To Foreign Language Reading Anxiety And Reading Achievement (2010, background): “…cover a wide range of issues such as the relationship between gender and anxiety (Mejı´as et al. 1991; Ghonsooly, 2003), self-perception and anxiety (Kitano, 2001), the effect of gender, nationality, and first language experience on classroom anxiety (Machida, 2001), apprehension of negative…”
EFL Speaking Anxiety among Senior High School Students and Policy Recommendations (2015, background): “These findings are consistent with the findings of previous studies which found fear of negative evaluation from others as one of the strong and major sources of language anxiety (Horwitz, Horwitz, & Cope, 1986; Young, 1991; Aydın, 1999; Kitano, 2001; Gregersen & Horwitz, 2002; Woodrow, 2006; Liu, 2”
ANXIETY AND THE TRUE BEGINNER-FALSE BEGINNER DYNAMIC IN BEGINNING FRENCH AND SPANISH CLASSES (2005, background): “Anxious feelings can relate to personality traits, such as perfectionism (Gregersen & Horwitz, 2002; Price, 1991), lack of self-confidence especially in comparison to peers (Cheng, 2002; Clément, Dörnyei, & Noels, 1994; Kitano, 2001), test anxiety (Horwitz, Horwitz, & Cope, 1986), fear of public spe”
Foreign language learning anxiety in Japanese EFL university classes: physical, emotional, expressive, and verbal reactions (2009, background): “On the other hand, other studies have found that low perceived ability is associated with low achievement (e.g., Bailey, Onwuegbuzie, Daly, 2000; Kitano, 2001).”