Skill-based L2 Anxieties Revisited: Their Intra-relations and the Inter-relations with General Foreign Language Anxiety
Skill-based L2 Anxieties Revisited: Their Intra-relations and the Inter-relations with General Foreign Language Anxiety
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重新审视基于技能的二语焦虑：它们的内部关系以及与一般外语焦虑的相互关系
DOI：
10.1093/applin/ams041
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发表时间：
2013
影响因子：
3.6
通讯作者：
Tae‐Il Pae
中科院分区：
文献类型：
--
作者：
Tae‐Il Pae
最近，对外语焦虑的研究已经扩展到对更多语言技能焦虑的考察。已有的关于语言技能焦虑的研究结果表明，个人技能焦虑(如听力焦虑)与更普遍的外语课堂焦虑之间存在一致的负相关关系。尽管围绕这个问题有丰富的文档，但一些重要的问题仍然没有得到回答。本研究旨在为以下两个悬而未决的问题提供实证答案：(I)四种技能焦虑之间的关系；(Ii)技能焦虑与一般外语课堂焦虑之间的关系。对229名韩国英语作为外语的学生进行了一系列卡方差检验，结果表明，所有四种基于技能的二语焦虑在统计学上都是可区分的。此外，多元回归分析表明，这四个因素对一般课堂焦虑都有独立的贡献。对研究人员和实践者的影响也被提出。
Recently, research in foreign language anxiety has extended to the examination of more language-skill-specific anxieties. Existing research findings on the language-skill-specific anxieties indicate a consistent negative relationship between individual skill-based anxieties (e.g. listening anxiety) and more general foreign language classroom anxiety. Regardless of the rich documentation surrounding this issue, some important questions remain unanswered. The present study was conducted to provide empirical answers to the following two unresolved issues: (i) the relationship between the four skill-based anxieties, and (ii) the relation of the skill-based anxieties to general foreign language classroom anxiety. A series of chi-square difference tests based on a sample of 229 Korean English as a foreign language students evidenced that all four skill-based L2 anxieties were statistically distinguishable from each other. Moreover, multiple regression analyses demonstrated that all four made an independent contribution to general classroom anxiety. Implications for researchers and practitioners are presented.
影响因子：
22.4
作者：
REISE, SP;WIDAMAN, KF;PUGH, RH
通讯作者：
PUGH, RH