Meihua Liu Poradie kníh

Die Studie analysiert Zurückhaltung und Angst in mündlichen EFL-Tests in China und beleuchtet deren Ursachen und Auswirkungen. Durch die Anwendung interdisziplinärer Theorien und Methoden werden Geschlechterunterschiede sowie Variationen im Kompetenzniveau betrachtet. Mithilfe einer umfangreichen Umfrage und spezifischen Fallstudien zeigt das Buch auf, wie diese Emotionen die Testleistungen beeinflussen und welche Bewältigungsstrategien entwickelt werden können. Die Ergebnisse bieten wertvolle Einblicke für die Gestaltung effektiverer Prüfungsbedingungen im Fremdsprachenunterricht.

Focusing on foreign language anxiety (FLA), this book explores various types, including speaking, reading, listening, writing, and achievement anxiety, within Chinese EFL contexts. It employs a mixed-method approach to analyze the relationship between anxiety and factors such as strategy use, motivation, gender, and proficiency level. The findings aim to enhance understanding of FLA, contributing valuable insights to both national and global English teaching and learning communities.

Focusing on the impact of reticence and anxiety in EFL oral testing, this study employs a mixed-method approach to examine causes, consequences, and coping strategies. It analyzes gender and proficiency differences, drawing from a large-scale survey and a detailed case study. The findings highlight how these emotional factors significantly influence test performance, providing valuable insights for educators and learners in formal learning environments in China.

This study explores the field of EFL (English as a foreign language) classroom learning within a formal learning institution. Drawing on theories and methods from various disciplines, this book explores the question which has been frustrating language teachers: why do so many students remain reticent and anxious in language class? Based on a large-scale survey and a more focused case study, the book argues persuasively that reticence and anxiety in formal EFL classrooms are important factors in determining the outcome of language learning. By means of a triangulated research method, this book examines various aspects of reticence and anxiety in EFL classroom learning situations. The author analyses causes and consequences, differences in terms of gender and proficiency level, and coping strategies.