Examination of Horwitz, Horwitz, and Cope's Construct of Foreign Language Anxiety: The Case of Students of Japanese
Examination of Horwitz, Horwitz, and Cope's Construct of Foreign Language Anxiety: The Case of Students of Japanese
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霍维茨、霍维茨和科普的外语焦虑建构检验：以日语学生为例
DOI：
10.1111/j.1540-4781.1994.tb02026.x
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发表时间：
1994
期刊：
影响因子：
--
通讯作者：
Yukie Aida
中科院分区：
文献类型：
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作者：
Yukie Aida
语言焦虑与日语学习有关。本文以Horwitz、Horwitz和科普的外语焦虑理论模型为研究框架。据报道，外语焦虑是一种相当普遍的现象（14; 31; 32; 46; 47; 52）。虽然语言焦虑可以被看作是一种积极的能量，由于焦虑是学习者学习外语的动力，许多语言教师和研究人员一直担心焦虑可能会起到情感过滤器的作用，阻碍学习者达到高水平的外语水平（4; 7; 17; 25; 27; 39; 42; 56; 62）。然而，大多数研究都涉及西方语言，
language anxiety is related to Japanese language learning. It uses Horwitz, Horwitz, and Cope's theoretical model of foreign language anxiety as a research framework. It has been reported that foreign language anxiety is a rather pervasive phenomenon (14; 31; 32; 46; 47; 52). Although language anxiety could be viewed as positive energy (or facilitating anxiety as called by Alpert and Haber) that motivates learners, many language teachers and researchers have been concerned about the possibility that anxiety may function as an affective filter (28), preventing a learner from achieving a high level of proficiency in a foreign language (4; 7; 17; 25; 27; 39; 42; 56; 62). However, most of the research studies have involved Western lan-