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History of and Major Developments in FLLA Worldwide

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Foreign Language Learning Anxiety in China

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Abstract

This chapter presents a comprehensive review of the history of and major developments in the field of FLLA around the globe.

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Notes

  1. 1.

    On the basis of the belief that global measures of language ability (e.g., course marks) may be less sensitive to the subtle effects of anxiety than are more specific dependent measures, Steinberg and Horwitz (1986) examined the effect of induced anxiety on the ratio of denotative and interpretive story content. Participants of their study were twenty Spanish ESL students. Half of them were in the anxiety arousal group and were treated in an aloof manner by the experimenter and their session was videotaped to increase the tension level. The other half were treated warmly, engaged in small talk with the experimenter, and was not videotaped. Using the foreign language, all the participants were asked to describe three features of a group of ambiguous scenes: (1) the elements of the picture, (2) the actual event depicted (denotative content), and (3) their view of what was happening in the scene (interpretive content). The ratio of denotative and interpretive content was taken as the dependent measure.

  2. 2.

    By “what students believe”, Bailey (1983) refers to students’ “perceived competence” and “subjective proficiency”, and “external reality” means “the objective achievement and proficiency measured”.

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He, D. (2018). History of and Major Developments in FLLA Worldwide. In: Foreign Language Learning Anxiety in China. Springer, Singapore. https://doi.org/10.1007/978-981-10-7662-6_2

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