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New Insights into Language Anxiety: Theory, Research and Educational Implications
Christina Gkonou
€ 43.99
€ 38.72
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Description for New Insights into Language Anxiety: Theory, Research and Educational Implications
Paperback. This book provides an overview of current theory, research and practice in the field of language anxiety and brings together a range of perspectives on this psychological construct in a single volume. Chapters show that language anxiety can be viewed as a complex and dynamic construct and can be researched using different methods and frameworks. Editor(s): Gkonou, Christina; Dewaele, Jean-Marc (Birkbeck College, University of London). Series: Second Language Acquisition. Num Pages: 248 pages. BIC Classification: CFC; CFDC; CJ. Category: (UP) Postgraduate, Research & Scholarly. Dimension: 234 x 156. .
This book provides an overview of current theory, research and practice in the field of language anxiety and brings together a range of perspectives on this psychological construct in a single volume. Chapters in the volume are divided into three sections. Part 1 revisits language anxiety theory, showing that it can be viewed as a complex and dynamic construct and that it is linked to other psychological variables, such as the self and personality. In Part 2, a series of contextualised studies on language anxiety are presented, with a key feature of these studies being the diverse research designs which are applied in different instructional settings across the globe. Part 3 bridges theory and practice by presenting coping strategies and practice activities with a view to informing classroom practice and pedagogical interventions.
Product Details
Publisher
Channel View Publications Ltd
Format
Paperback
Publication date
2017
Series
Second Language Acquisition
Condition
New
Number of Pages
248
Place of Publication
Bristol, United Kingdom
ISBN
9781783097708
SKU
V9781783097708
Shipping Time
Usually ships in 4 to 8 working days
Ref
99-1
About Christina Gkonou
Christina Gkonou is Lecturer in TESOL and MA TESOL Programme Director in the Department of Language and Linguistics at the University of Essex, UK. Her research interests include language anxiety and emotions, and teacher education. Mark Daubney is Adjunct Professor in the Department of Languages and Literatures at the School of Education and Social Sciences-Polytechnic Institute of Leiria, Portugal. His research interests are teacher education, and affective factors - especially anxiety and motivation - in classroom interaction. Jean-Marc Dewaele is Professor in the Department of Applied Linguistics and Communication, Birkbeck, University of London, UK. His research interests include individual differences in multilingualism and emotion and he is President of the International Association of Multilingualism.
Reviews for New Insights into Language Anxiety: Theory, Research and Educational Implications
This collection is recommended to anyone interested in learning about the latest progress of LA. Importantly, it can also be used as a reference for researchers to learn how to do LA research in the new dynamic era.
Honggang Liu, Northeast Normal University, China
ELT Journal 2018
As someone who both lives and works in a Turkish speaking environment, and still suffers from LA even after 30 years, I felt like a patient listening to his doctor. I found this title most enlightening, especially in relation to identifying and treating its symptoms. I would certainly recommend adding this title to reading lists for courses at all higher levels of teacher development. I feel participants would be made much more aware of both causes and effects of LA. They would also of course be more knowledgeable in how to deal with such matters in a professional manner.
Wayne Trotman, Izmir Katip Celebi University, Turkey
EL Gazette, October 2017
In this excellent and much-needed collection, the authors bring inspiring theoretical and empirical insights to one of the most perplexing affective factors in language learning and teaching: language anxiety. It offers insightful and refreshing perspectives for research within diverse methodologies for contexts and participants across the globe!
Ana Maria F. Barcelos, Federal University of Vicosa, Brazil
Much of the current research in SLA and the neurosciences points to the strong influence of affective factors, such as anxiety, on the process of language learning. With chapters from important experts in the field, this book makes a valuable contribution to understanding the research and theoretical proposals regarding anxiety and also makes useful suggestions for reducing its influence in the classroom.
Jane Arnold, University of Seville, Spain
Honggang Liu, Northeast Normal University, China
ELT Journal 2018
As someone who both lives and works in a Turkish speaking environment, and still suffers from LA even after 30 years, I felt like a patient listening to his doctor. I found this title most enlightening, especially in relation to identifying and treating its symptoms. I would certainly recommend adding this title to reading lists for courses at all higher levels of teacher development. I feel participants would be made much more aware of both causes and effects of LA. They would also of course be more knowledgeable in how to deal with such matters in a professional manner.
Wayne Trotman, Izmir Katip Celebi University, Turkey
EL Gazette, October 2017
In this excellent and much-needed collection, the authors bring inspiring theoretical and empirical insights to one of the most perplexing affective factors in language learning and teaching: language anxiety. It offers insightful and refreshing perspectives for research within diverse methodologies for contexts and participants across the globe!
Ana Maria F. Barcelos, Federal University of Vicosa, Brazil
Much of the current research in SLA and the neurosciences points to the strong influence of affective factors, such as anxiety, on the process of language learning. With chapters from important experts in the field, this book makes a valuable contribution to understanding the research and theoretical proposals regarding anxiety and also makes useful suggestions for reducing its influence in the classroom.
Jane Arnold, University of Seville, Spain