東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

On the relationship between anxiety ...

Sellers, Vanisa Dawn.

Linked to FindBook

Google Book

Amazon

博客來

On the relationship between anxiety and reading in Spanish as a foreign language.

Record Type:	Electronic resources : Monograph/item
Title/Author:	On the relationship between anxiety and reading in Spanish as a foreign language./
Author:	Sellers, Vanisa Dawn.
Description:	252 p.
Notes:	Source: Dissertation Abstracts International, Volume: 60-01, Section: A, page: 0112.
Contained By:	Dissertation Abstracts International60-01A.
Subject:	Language, Modern. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9915946
ISBN:	0599147261

On the relationship between anxiety and reading in Spanish as a foreign language.
Sellers, Vanisa Dawn.

On the relationship between anxiety and reading in Spanish as a foreign language. - 252 p.

Source: Dissertation Abstracts International, Volume: 60-01, Section: A, page: 0112.

Thesis (Ph.D.)--The Pennsylvania State University, 1998.

This study explores the relationship between language anxiety and reading in Spanish. Three issues are addressed: (1)�the effect of language anxiety on reading comprehension and recall, (2)�the effect of language anxiety on the reading process (i.e., comprehension strategies, constructing meaning while reading), and (3)�the relationship between target language experience (number of contact hours) and the level of anxiety experienced by university-level language learners.

ISBN: 0599147261Subjects--Topical Terms:

1018098
Language, Modern.

On the relationship between anxiety and reading in Spanish as a foreign language.
LDR:03224nmm 2200313 4500 001 1816468
005 20060717100339.5
008 130610s1998 eng d
020 $a 0599147261
035 $a (UnM)AAI9915946
035 $a AAI9915946
040 $a UnM $c UnM
100 1 $a Sellers, Vanisa Dawn. $3 1905846
245 1 0 $a On the relationship between anxiety and reading in Spanish as a foreign language.
300 $a 252 p.
500 $a Source: Dissertation Abstracts International, Volume: 60-01, Section: A, page: 0112.
500 $a Adviser: William R. Glass.
502 $a Thesis (Ph.D.)--The Pennsylvania State University, 1998.
520 $a This study explores the relationship between language anxiety and reading in Spanish. Three issues are addressed: (1)�the effect of language anxiety on reading comprehension and recall, (2)�the effect of language anxiety on the reading process (i.e., comprehension strategies, constructing meaning while reading), and (3)�the relationship between target language experience (number of contact hours) and the level of anxiety experienced by university-level language learners.
520 $a A total of 89 participants, all students in two different levels of Spanish at The Pennsylvania State University, took part in the study. The anxiety inventories used were the Reading Anxiety Scale and the Foreign Language Classroom Anxiety Scale. The reading comprehension assessment measures consisted of a multiple choice test and a written recall protocol. Two instruments were used to investigate the reading process: (1)�a Cognitive Interference Questionnaire assessed the number of off-task thoughts of each participant, and a (2)�think-aloud interview investigated the reading strategies employed by the participant.
520 $a Results indicate that more highly anxious students tended to recall less passage content than did those participants who claimed to experience minimal anxiety. When looking at the type of information recalled, the relationships between anxiety and recall were less systematic. Reading anxiety affected the number of important (HIGH) pausal units recalled, while foreign language classroom anxiety affected the number of supporting (MID) pausal units recalled. (In both cases, highly anxious learners recalled fewer pausal units.) In contrast, neither reading anxiety nor foreign language classroom anxiety affected significantly the recall of unimportant (LOW) pausal units. Analysis of the Think-Aloud interviews showed several differences in the use of reading comprehension strategies according to anxiety level. Results from the analysis of die Cognitive Interference Questionnaire indicated that highly anxious students tended to experience more off-task, interfering thoughts than their less anxious counterparts. Finally, a regression analysis indicated no linear relationship between anxiety level and number of classroom contact hours with Spanish.
590 $a School code: 0176.
650 4 $a Language, Modern. $3 1018098
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Education, Educational Psychology. $3 1017560
690 $a 0291
690 $a 0279
690 $a 0525
710 2 0 $a The Pennsylvania State University. $3 699896
773 0 $t Dissertation Abstracts International $g 60-01A.
790 1 0 $a Glass, William R., $e advisor
790 $a 0176
791 $a Ph.D.
792 $a 1998
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9915946