Foreign Language Learning Anxiety in China (eBook)

Dr. Deyuan He is now an Assistant Professor at Universiti Brunei Darussalam. He learnt and taught in mainland China and Hong Kong before relocating to Brunei. He was awarded various scholarships and awards, such as the Best Paper Award received in the 2010 International College Teaching and Learning Conference. His research interests include Second Language Acquisition, World Englishes, and EFL/ESL Teaching and Learning. He has published his works in journals like TESOL Quarterly, Educational Studies, and World Englishes. 

Foreword About the AuthorAcknowledgementsList of AbbreviationsList of TablesList of FiguresIntroductionChapter 1 Framework for foreign language learning anxiety (FLLA)1.1 FLLA research background1.2 Conceptualizing FLLA1.2.1 Anxiety1.2.2 Language anxiety1.2.3 Foreign language anxiety (FLA)1.2.4 Foreign language speaking anxiety (FLSA)1.3 Current issues and emerging trends in researching FLLAChapter 2 History of and major developments in FLLA outside China2.1 Anxiety and language learning: General theories2.1.1 State anxiety vs. trait anxiety2.1.2 General anxiety vs. specific anxiety2.1.3 Facilitating anxiety vs. debilitating anxiety2.1.4 Unitary anxiety vs. Multidimensional anxiety2.2 FLA and foreign language learning2.2.1 Research on FLA and foreign language learning before 1980s2.2.2 Research on FLA and foreign language learning in 1980s2.2.3 Research on FLA and foreign language learning after 1980s2.3 Sources of FLA2.3.1 Personal and interpersonal anxieties2.3.2 Learner beliefs about language learning2.3.3 Instructor beliefs about language teaching2.3.4 Instructor-learner interactions2.3.5 Classroom procedures2.3.6 Language testing2.3.7 Motivation2.3.8 Cultural factors2.3.9 Frequency of language use2.3.10 Context of language acquisition2.4 Strategies for FLA2.4.1 Limited research on strategies coping with FLA2.4.2 Effectiveness of coping strategiesChapter 3 Developments in the field of FLLA in China3.1 Overview of FLLA research in China3.2 Status of English as a foreign language in China3.3 Efficiency in English learning and influence of FLSA on English learners3.4 Limited empirical research on FLSA in ChinaChapter 4 Major reasons leading to FLSA4.1 Reasons from questionnaire surveys4.2 Reasons from interviews4.3 Reasons from classroom observationsChapter 5 Effective strategies coping with FLSA5.1 Strategies from questionnaire surveys5.2 Strategies from interviews5.3 Strategies from classroom observations5.4 Application and verification of the strategiesChapter 6 FLLA: Present and prospects6.1 Present situation of FLLA revisited6.2 Implications for foreign language teaching in China6.2.1 Theoretical implications6.2.2 Methodological implications6.2.3 Pedagogical implications6.3 Future directions for FLLA researchBibliographyAppendicesIndex