Modern Language Journal
SCOPUS (1916-1996,1998-2001,2004-2025)SSCI-ISI
1540-4781
0026-7902
Mỹ
Cơ quản chủ quản: WILEY , Wiley-Blackwell
Lĩnh vực:
Linguistics and Language
Phân tích ảnh hưởng
Các bài báo tiêu biểu
Conceptualizing Willingness to Communicate in a L2: A Situational Model of L2 Confidence and Affiliation
Tập 82 Số 4 - Trang 545-562 - 1998
Why do some students seek, while others avoid, second language (L2)
communication? Many language teachers have encountered students high in
linguistic competence who are unwilling to use their L2 for communication
whereas other students, with only minimal linguistic knowledge, seem to
communicate in the L2 whenever possible. Despite excellent communicative
competence, spontaneous and sustained use...
Willingness to Communicate in the Second Language: Understanding the Decision to Speak as a Volitional Process
Tập 91 Số 4 - Trang 564-576 - 2007
Previous research has devoted a great deal of attention to describing the
long‐term patterns and relationships among trait‐level or situation‐specific
variables. The present discussion extracts kernels of wisdom, based on the
literatures on language anxiety and language learning motivation, that are used
to frame the argument that choosing to initiate communication at a particular
moment in time c...
Expanding the Motivation Construct in Language Learning
Tập 79 Số 4 - Trang 505-518 - 1995
Recent reviews by Crookes & Schmidt (1991), Dörnyei (1994), and Oxford and
Shearin (1994) have suggested that research concerned with motivation in second
language acquisition would benefit from a consideration of motivational
constructs from other research areas. The present study addresses this issue by
investigating the relation of a number of new measures of motivation such as
persistence, att...
Foreign Language Anxiety and Foreign Language Performance: A Meta‐Analysis
Tập 103 Số 4 - Trang 763-781 - 2019
AbstractThis meta‐analysis investigated the relationship between foreign
language (FL) anxiety and FL performance. Fifty‐five independent samples with
more than 10,000 participants were surveyed. It was found that the overall
correlation between FL anxiety and FL performance was −.34 (p < .01). FL
listening anxiety had the strongest correlation with FL listening performance.
Both FL reading anxiet...
Effects of Multimedia Courseware Subtitling on the Speaking Performance of College Students of French
Tập 78 Số 1 - Trang 61-75 - 1994
Searching for the Cognitive Locus of Foreign Language Learning Difficulties: Linking First and Second Language Learning
Tập 77 Số 3 - Trang 289-302 - 1993
Sex Differences in Foreign Language Text Comprehension: The Role of Interests and Prior Knowledge
Tập 80 Số 1 - Trang 15-31 - 1996
The scores obtained by female students on the national foreign language
examinations in the Netherlands have been slightly but consistently lower than
those of male students. The present research among 2980 high school students
tested the hypothesis that, owing to sex differences in prior knowledge and
interests, the topic of a text is an important factor explaining these sex‐based
differences. To...
Radical Awareness and Word Acquisition Among Nonnative Learners of Chinese
Tập 91 Số 1 - Trang 97-111 - 2007
This study investigates developmental trends in acquiring knowledge of radicals,
radical perception skills, and skills in applying knowledge of radicals among
nonnative learners of Chinese across learning levels. It also examines the
relationship between the acquisition of radical knowledge and the development of
radical perception and radical knowledge application skills, as well as how the
devel...
Theorizing Affect in Foreign Language Learning: An Analysis of One Learner's Responses to a Communicative Portuguese Course
Tập 93 Số 2 - Trang 209-226 - 2009
In this study we explore a student's affective responses to classroom foreign
language learning. In 2 meetings each week throughout an 8‐week Portuguese
course for beginners, the first author described her language learning
experiences to the second author. Sessions were transcribed and then coded and
analyzed. A theoretical model grounded in the learner's experiences was
developed to understand t...