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Christina Gkonou, Mark Daubney, Jean-Marc Dewaele - New Insights into Language Anxiety, Häftad

Häftad, Engelska, 2017

New Insights into Language Anxiety

Theory, Research and Educational Implications

Av Christina Gkonou, Mark Daubney, Jean-Marc Dewaele

Del 114 i serien Second Language Acquisition

442 kr

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Beskrivning
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.
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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.

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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.

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