Anxiety and the True Beginner-False Beginner Dynamic in Beginning French and Spanish Classes
Bibliographic Data
| ID | 8935852 |
|---|---|
| Authors | Diana Frantzen (University of Wisconsin–Madison, corresponding author), Sally Sieloff Magnan (University of Wisconsin–Madison) |
| Year | 2005 |
| Volume | 38 |
| Issue | 2 |
| Pages | 171-186 |
| Publication date | 2005-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.2005.tb02483.x |
| OpenAlex | W2131593393 |
| Language | EN |
| Citations received | 23 |
| References cited | 37 |
This study considered true beginners and false beginners in first-semester university French and Spanish classes to: (a) determine whether true beginners and false beginners differ in anxiety, grades, and plans to continue language study; and (b) identify classroom factors that foster anxiety or comfort. Students completed a questionnaire that included the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986), MacIntyre and Gardner Anxiety Subscales (1989, 1994), demographic information, grade expectations, and open-ended questions. Randomly selected students were interviewed about their experiences in the courses. Statistical analyses revealed that (a) although neither group was terribly anxious, true beginners were significantly more anxious overall and during processing and output stages than false beginners; (b) true beginners expected and received lower grades than false beginners; and (c) significantly more true beginners than false beginners planned to continue studying the language. Comments on one written open-ended question and in the interviews pointed to the key role of the instructor in reducing anxiety
Anxiety · Developmental psychology · Foreign language · Mathematics education · Pedagogy · Statistical analysis · EFL/ESL Teaching and Learning · Psychology · Second Language Acquisition and Learning · Writing and Handwriting Education
Willingness to Communicate in the Second Language
L2 English Receptive and Productive Vocabulary in Senior Learners
K-LEx-Mc
An Exploration of the Kinds of Teacher Behaviour to address Students’ Language Speaking Anxiety
Technological impact on language anxiety dynamic
Effects of Trait Emotional Intelligence and Sociobiographical Variables on Communicative Anxiety and Foreign Language Anxiety Among Adult Multilinguals
Affective factors in Korean as a Foreign Language
Impact of affective variables on Korean as a foreign language learners' oral achievement
Reducing foreign language communication apprehension with computer-mediated communication
Anxiety and non-anxiety in a distance language learning environment
The relationship of language anxiety with noticing and oral production of L2 forms
Exploring Korean heritage language learners’ anxiety
Foreign Language Learning Strategies and Consecutive Interpreting Achievement
Does order of instruction matter? A language program intervention for preterite‐imperfect learning
Anxiety, lexicon, and morphosyntax in instructed L2 Spanish
Second Language Anxiety and Distance Language Learning
Effects of Language Anxiety on Three Proficiency‐Level Courses of Spanish as a Foreign Language
Impact of Instruction on Shaping or Reshaping Stereotypical Cultural Representations in an Introductory French Course
Social Interaction and Linguistic Gain During Study Abroad
Mindfulness meditation and foreign language classroom anxiety
Attitudes Toward Task‐Based Language Learning
Foreign Language Learning Anxiety in Upper‐Level Classes
Foreign Language Anxiety and Individualism-Collectivism Culture
Principles and practice in second language acquisition
Foreign Language Learning Differences
Language Learning and Perfectionism
Foreign Language Reading Anxiety
A Study of Flow Theory in the Foreign Language Classroom
The Effects of Language Anxiety on Students' Oral Test Performance and Attitudes
Foreign Language Classroom Anxiety
The Effect of Affect on Foreign Language Learning
Methods and Results in the Study of Anxiety and Language Learning
Language anxiety
Preliminary Evidence for the Reliability and Validity of a Foreign Language Anxiety Scale
Status of Articulation
The Consensus
Factors Associated with Foreign Language Writing Anxiety
Toward Responsive Beginning Language Curricula
But Will I Ever Use This Foreign Language? Student Perceptions of the Applicability of Foreign Language Skills
Listening Comprehension Anxiety
Reevaluating Curricular Objectives Using Students' Perceived Needs
To Err Is Human
Language Anxiety from the Foreign Language Specialist's Perspective
On the Measurement of Affective Variables in Second Language Learning
Affective and Ability Factors in Second-language Acquisition
The Subtle Effects of Language Anxiety on Cognitive Processing in the Second Language
Motivation, Self-confidence, and Group Cohesion in the Foreign Language Classroom
Anxiety and Second-Language Learning
The Validation of Three Scales Measuring Anxiety at Different Stages of the Foreign Language Learning Process
Correlates of Anxiety at Three Stages of the Foreign Language Learning Process
| Unique citing works | 23 |
|---|---|
| Citations per year | 1,21 |
| Citation span | 2007 - 2025 (19) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 23 |