Teacher Cognition about Sources of English as a Foreign Language (EFL) Listening Anxiety: A Qualitative Study

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dc.contributor.author Gao, LX en
dc.contributor.author Zhang, J en
dc.contributor.author Tesar, Marek en
dc.date.accessioned 2020-02-07T00:30:31Z en
dc.date.issued 2020 en
dc.identifier.citation Linguistic and Philosophical Investigations 19:64-85 2020 en
dc.identifier.issn 1841-2394 en
dc.identifier.uri http://hdl.handle.net/2292/49781 en
dc.description.abstract The anxiety that accompanies English-as-a-foreign-language (EFL) listening comprehension is difficult to detect and access. Such anxiety will prevent the students from actively and strategically participating in the listening process. This qualitative study aims to explore teachers’ cognitions about the sources of students’ anxiety during their EFL listening in the classroom in a Chinese tertiary context. The participants’ cognitions were elicited through in-depth pre-observation interviews, consecutive classroom observations for one semester, and stimulated recall interviews after each classroom observation. The study found that 16 sources organized into four categories contributed to EFL listening anxiety, among which students’ unfamiliarity with cultural backgrounds and topics in the category of input played a prominent role. Pedagogical implications for reducing EFL listening anxiety are also discussed. en
dc.publisher Addleton Academic Publishers en
dc.relation.ispartofseries Linguistic and Philosophical Investigations en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.rights.uri https://addletonacademicpublishers.com/images/Long-term_archiving_policy.pdf en
dc.title Teacher Cognition about Sources of English as a Foreign Language (EFL) Listening Anxiety: A Qualitative Study en
dc.type Journal Article en
dc.identifier.doi 10.22381/LPI1920203 en
pubs.begin-page 64 en
pubs.volume 19 en
dc.rights.holder Copyright: The authors en
pubs.end-page 85 en
dc.rights.accessrights http://purl.org/eprint/accessRights/OpenAccess en
pubs.subtype Article en
pubs.elements-id 790342 en
pubs.org-id Education and Social Work en
pubs.org-id Curriculum and Pedagogy en
pubs.org-id Learning Development and Professional Practice en
dc.identifier.eissn 2471-0881 en
pubs.record-created-at-source-date 2020-01-02 en
pubs.online-publication-date 2019-12-25 en

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