Phonetics Learning Anxiety – Results of a Preliminary Study

The Phonetics Learning Anxiety Scale, a 44-item questionnaire based on a 6-point Likert scale, designed for the purpose of the research sheds light on the nature of this peculiar type of apprehension experienced by advanced FL learners in a specific educational context (i.e. a traditional classroom, rather than a language or computer laboratory), in which the major focus is on pronunciation practice. The obtained quantitative data imply that such factors as fear of negative evaluation (represented by general oral performance apprehension and concern over pronunciation mistakes, pronunciation self-image, pronunciation self-efficacy and self-assessment) and beliefs about the nature of FL pronunciation learning are significant sources of PhLA. Anxiety about the transcription test (IPA Test Anxiety) - one of the other hypothetical determinants of PhLA - did not prove to be correlated with the general level of Phonetics Learning Anxiet

Propositionvm Physicarvm De Generalibvs Corporis Natvralis Affectionibvs, Pars Prior [-Posterior] : Quam ...In Monasterio Salemitano ... ad diem [2.] Mensis [Julii]

Sub Præsidio R. P. Gvillielmi Hilleson ... ; propugnabunt F. Gvilielmvs à Moss & F. Fridolinvs Schvvarz ..., F. Amandvs Bys ..., F. Nicolavs Ruess ...Dissertation Konstanz 1621Aus dem Vorbesitz des Klosters Rheina

Mountain Deflection Reflection

The focus of this studio was to understand the impact of digital media on the process of design, collaboration, and fabrication. This design studio brought together Ball State University and the University of Calgary in a joint venture opportunity. The use of digital tools provided fertile ground for the exploration of collaborative methods in design and fabrication

Anxiety and identity in the language classroom

10.1177/0033688206071311RELC Journal373299-30

A pedagogical application of liminalities in social positioning: Identity and literacy in Singapore

TESOL Quarterly41133-5

Investigating learners' course diaries as explorations of language

10.1177/136216889800200103Language Teaching Research2124-4