東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Cognitive and affective predictors o...

Yu, Wen Hsuan.

FindBook

Google Book

Amazon

博客來

Cognitive and affective predictors of second language anxiety among university students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Cognitive and affective predictors of second language anxiety among university students./
作者:	Yu, Wen Hsuan.
面頁冊數:	104 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
Contained By:	Dissertation Abstracts International76-11A(E).
標題:	English as a second language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3709105
ISBN:	9781321845761

Cognitive and affective predictors of second language anxiety among university students.
Yu, Wen Hsuan.

Cognitive and affective predictors of second language anxiety among university students. - 104 p.

Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.

Thesis (Ed.D.)--Hofstra University, 2015.

Second language anxiety is an emotional reaction that diminishes second language learners' academic performance. Researchers have identified cognitive and affective factors as contributors to students' classroom anxiety reactions, yet few studies have examined the concurrent effect of those factors. This study employed survey questionnaires to investigate the effects of native language learning history, second language learning attitude, intrinsic/extrinsic motivation, and self-efficacy on students' second language classroom anxiety. The study sample were 145 English language learners of Chinese descent studying at an American university. Multiple regression results indicated that the affective factors, self-efficacy and attitudes about learning the target language, were significant predictors of students' English communication apprehension in the classroom. Male students experienced slightly higher degree of communication anxiety than their female counterparts. It is recommended that institutions identify students with low self-efficacy and develop programs that boost efficacy. Furthermore, buddy-systems and long-term tutorial services may reinforce overall oral communication performance, resulting in improved second language learning and self-confidence.

ISBN: 9781321845761Subjects--Topical Terms:

516208
English as a second language.

Cognitive and affective predictors of second language anxiety among university students.
LDR:02173nmm a2200289 4500 001 2077505
005 20161114130320.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781321845761
035 $a (MiAaPQ)AAI3709105
035 $a AAI3709105
040 $a MiAaPQ $c MiAaPQ
100 1 $a Yu, Wen Hsuan. $3 3193011
245 1 0 $a Cognitive and affective predictors of second language anxiety among university students.
300 $a 104 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
500 $a Adviser: Bruce Torff.
502 $a Thesis (Ed.D.)--Hofstra University, 2015.
520 $a Second language anxiety is an emotional reaction that diminishes second language learners' academic performance. Researchers have identified cognitive and affective factors as contributors to students' classroom anxiety reactions, yet few studies have examined the concurrent effect of those factors. This study employed survey questionnaires to investigate the effects of native language learning history, second language learning attitude, intrinsic/extrinsic motivation, and self-efficacy on students' second language classroom anxiety. The study sample were 145 English language learners of Chinese descent studying at an American university. Multiple regression results indicated that the affective factors, self-efficacy and attitudes about learning the target language, were significant predictors of students' English communication apprehension in the classroom. Male students experienced slightly higher degree of communication anxiety than their female counterparts. It is recommended that institutions identify students with low self-efficacy and develop programs that boost efficacy. Furthermore, buddy-systems and long-term tutorial services may reinforce overall oral communication performance, resulting in improved second language learning and self-confidence.
590 $a School code: 0086.
650 4 $a English as a second language. $3 516208
650 4 $a Language. $3 643551
650 4 $a Education. $3 516579
690 $a 0441
690 $a 0679
690 $a 0515
710 2 $a Hofstra University. $b Teaching, Literacy, and Leadership. $3 2091930
773 0 $t Dissertation Abstracts International $g 76-11A(E).
790 $a 0086
791 $a Ed.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3709105