How Does Anxiety Affect Second Language Learning? A Reply to Sparks and Ganschow
How Does Anxiety Affect Second Language Learning? A Reply to Sparks and Ganschow
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焦虑如何影响第二语言学习？
DOI：
10.1111/j.1540-4781.1995.tb05418.x
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发表时间：
1995
期刊：
影响因子：
--
通讯作者：
P. MacIntyre
中科院分区：
文献类型：
--
作者：
P. MacIntyre
Sparks 和 Ganschow (1991, 1993a, 1993b) 提出的语言编码缺陷假说假设语言能力是语言成就个体差异的主要来源。这可能被视为减少了情感变量，例如语言焦虑，以减少不幸的副作用的作用，但缺乏解释力。本文主张语言焦虑在语言学习和交流中产生个体差异方面可以发挥重要的因果作用。它回顾了一般焦虑调查的证据以及焦虑在语言学习过程中作用的研究，并得出结论，语言编码缺陷假说通过仅将副现象状态分配给一般焦虑和特别是语言焦虑的情感变量而犯了重大遗漏。
The linguistic coding deficit hypothesis, introduced by Sparks and Ganschow (1991, 1993a, 1993b), postulates that language aptitude is the primary source of individual differences in language achievement. This may be seen to reduce affective variables, such as language anxiety, to the role of unfortunate side effects, devoid of explanatory power. This paper advocates that language anxiety can play a significant causal role in creating individual differences in both language learning and communication. It reviews evidence from investigations of anxiety in general and studies of the role of anxiety in the language learning processes and concludes that the linguistic coding deficit hypothesis makes a significant omission by assigning mere epiphenomenal status to affective variables in general and language anxiety in particular.
影响因子：
4.4
作者：
CLEMENT, R;DORNYEI, Z;NOELS, KA
通讯作者：
NOELS, KA
语言学习策略
DOI：
--
发表时间：
1990
期刊：
影响因子：
--
作者：
Oxford;R.
通讯作者：
R.