Student and Instructor Beliefs and Attitudes about Target Language Use, First Language Use, and Anxiety
Report of a Questionnaire Study
Datos Bibliográficos
| ID | 23353250 |
|---|---|
| Autores | Glenn S Levine (0000-0001-6466-6352, University of California, Irvine, autor de correspondencia) |
| Año | 2003 |
| Volumen | 87 |
| Número | 3 |
| Páginas | 343-364 |
| Fecha de publicación | 2003-09-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Modern Language Journal (JOURNAL) |
| Identificadores de la revista | ISSN: 0026-7902 • E-ISSN: 1540-4781 |
| Editorial | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/1540-4781.00194 |
| OpenAlex | W2115529254 |
| Idioma | EN |
| Citas recibidas | 76 |
| Referencias citadas | 13 |
This article presents the results of an anonymous, Internet‐based questionnaire study on target language (TL) and first language (L1) use in university‐level foreign language (FL) classes. The participants were 600 FL students and 163 FL instructors. The goals of the study were to develop preliminary components of a descriptive model of TL and L1 use and explore the relationships between TL use and student anxiety about TL use. It was hypothesized that (a) amounts of TL use would vary according to constellation of interlocutors and communicative contexts, and (b) the amount of TL use overall would correlate positively with student anxiety about it. The results support the first hypothesis. The second hypothesis was not supported. Analysis of the data revealed a negative relationship between reported amounts of TL use and reported TL‐use anxiety. Tenets are offered for maximizing TL use while at the same time granting to L1 pedagogically sound functions.
Anxiety · Developmental psychology · Foreign language · Foreign language anxiety · Mathematics education · Medical education · Psychiatry · Clinical Psychology · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Medicine · Psychology · Second Language Learning and Teaching · Social Psychology
Code-Switching Practices of Junior High School Teachers and Learners in English as Second Language (ESL) Classes
“I start learning English through speaking”
Teachers ' Attitudes towards the Use of Arabic (L1) in primary EFL Classrooms in Iraq
Toward an interdisciplinary understanding of heritage language anxiety
The Effect of Language Anxiety and Proficiency on Saudi EFL Learners’ Attitudes Towards Teacher Code-Switching
Chinese Language Learning Anxiety
Teacher Language Background, Codeswitching, and English‐Only Instruction
Explanations for language choice in the social context of the L2 classroom
Effects of Word Definitions on Meaning Recall
Enseñar gramática y cultura en la lengua extranjera? Empezando en las zonas de mayor resistencia
Secondary Teachers' Language Usage
Using the First Language and Code Switching in Second Language Classrooms
Using the First Language and Code Switching in Second Language Classrooms
Exploring bilingual pedagogies in dual language preschool classrooms
Students' and Teachers' Perceptions of Effective Foreign Language Teaching
Foreign language learning boredom and enjoyment
No Dictionaries in the Classroom
Self-concept and intrinsic motivation in foreign language learning
Mismatches between teacher beliefs, practices and reasons for English use in preschool Malay language classrooms
Translation in the UK language classroom
The impact of pragmatic consciousness-raising tasks on EFL learners’ speech act strategy use
Translanguaging as a pedagogy for equity of language minoritized students
Emotional dynamics in L3 Japanese learning
An evaluation of the monolingual fallacy in Oman
Japanese high school students' use of L1 during pair‐work
Target Language Use in Foreign Language Classrooms
Language learning in conflictual contexts
Classroom discourse in lower secondary French-as-a-foreign-language classes in Norway
Promoting speaking proficiency and willingness to communicate in Turkish young learners of English through asynchronous computer-mediated practice
Chinese learners' perceptions towards teachers' language use in lexical explanations
An exploratory study on the relationships between attitudes toward classroom language choice, motivation, and proficiency of EFL learners
Reducing foreign language communication apprehension with computer-mediated communication
An analysis of the teachers' use of L1 in Turkish EFL classrooms
Studying Chinese language in higher education
Student preferences vis-à-vis teacher feedback in university EFL writing classes in Japan
Teachers' beliefs about developing language proficiency within the context of study abroad
Collaborative writing in the EFL classroom
Heritage language anxiety and majority language anxiety among Turkish immigrants in the Netherlands
English only? The linguistic choices of teachers of young EFL learners
Translingual practices in English classrooms in India
Translanguaging in Chinese foreign language classrooms
‘Nabewa nabedayo!’
Language anxiety in EFL and ESL academic environments
Attention to form in collaborative writing
Exploring relationships between second language learners’ attitudes towards classroom language and variables that motivate their learning
Code-switching in higher education in a multilingual environment
Reflections on translanguaging as a pedagogical framework in Japanese higher education
The target language revisited
Language learning under the shadow of conflict
Second language learners’ sensitivity to grammatical gender in Spanish–English codeswitching environments
From one language to the other
A comparative analysis of teachers’ and students’ understanding of second language learning motivation across four language programmes at an Australian university
Students’ and Teachers’ Beliefs About Effective Teaching of English for Occupational Purposes
The Effect of Mother Tongue Translation on Iranian Extroverted and Introverted EFL Learners’ Vocabulary Learning
Principles for code choice in the foreign language classroom
Own-language use in language teaching and learning
Understanding Chinese Students' Use of Language Learning Strategies from Cultural and Educational Perspectives
A translanguaging perspective on medium of instruction in the CFL classroom
Language enhancement for translation undergraduates
Exploring Korean heritage language learners’ anxiety
Perceived-target-language-use survey in the English classrooms in China
Role of the First Language in Hybrid Foreign Language Classes
Learner Attitudes, Perceptions, and Beliefs in Language Learning
Teachers’ Oral Proficiency in the Target Language
Judicious Use of L1 in L2 Arabic Speaking Practice Sessions
The Effect of Target Language and Code‐Switching on the Grammatical Performance and Perceptions of Elementary‐Level College French Students
Second‐language writing in university‐level basic language programs
Exploring the effects of foreign language instructional practices on student proficiency development
Global Simulation
Similar but Different
The Amount, Purpose, and Reasons for Using L1 in L2 Classrooms
Foreign Language Anxiety and Heritage Students of Spanish
Dimensions of communicative language teaching in online synchronous and face‐to‐face contexts
The Correlation between Translation Equivalence, as a Vocabulary Learning Strategy, and Tunisian EFL Learners' Speaking Anxiety
The Case For a Multilingual Approach to Language Classroom Communication
Teacher's Code Switching in EFL Undergraduate Classrooms in Libya
Analysing Student Teachers’ Codeswitching in Foreign Language Classrooms
Using the First Language in the Classroom
Foreign Language Classroom Anxiety
The Natural Approach
The Effect of Affect on Foreign Language Learning
Reexamining English Only in the ESL Classroom
Behind Classroom Code Switching
Revisiting Beliefs about Foreign Language Learning 1
An Investigation of Students' Perspectives on Anxiety and Speaking
Conceptualizing Willingness to Communicate in a L2
Going beyond the Native Speaker in Language Teaching
Personality, Attitudes, and Affect as Predictors of Second Language Communication
Correlates of Anxiety at Three Stages of the Foreign Language Learning Process
| Obras citantes distintas | 76 |
|---|---|
| Citas por año | 3,45 |
| Intervalo de citas | 2004 - 2026 (23) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 65 |