상세정보
Export to Refworks부가기능
Cognitive Task Complexity, Foreign Language Anxiety and L2 Performance in Spanish: A Task-Based Language Teaching Perspective
상세 프로파일
| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Cognitive Task Complexity, Foreign Language Anxiety and L2 Performance in Spanish: A Task-Based Language Teaching Perspective. |
| 개인저자 | Donate, Angela. |
| 단체저자명 | Georgetown University. Spanish & Portuguese. |
| 발행사항 | [S.l.]: Georgetown University., 2018. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2018. |
| 형태사항 | 358 p. |
| 기본자료 저록 | Dissertation Abstracts International 79-12A(E). Dissertation Abstract International |
| ISBN | 9780438262591 |
| 학위논문주기 | Thesis (Ph.D.)--Georgetown University, 2018. |
| 일반주기 |
Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.
Adviser: Ronald P. Leow. |
| 요약 | Although cognitive psychology literature (e.g., Derakshan & Eysenck, 2009) has demonstrated the detrimental effects anxiety has on cognitive processes, this relationship has barely been investigated in the SLA field (e.g., MacIntyre & Gardner, 1 |
| 요약 | Employing mixed-methods, this dissertation attempted to offer a more inclusive and complete understanding of the role of language anxiety in L2 oral tasks that vary in the cognitive demands imposed on the learner. Following Sasayama (2016), fift |
| 요약 | Quantitative results revealed levels of perceived state anxiety increased meaningfully with greater cognitive demands. As predicted, learners' levels of language anxiety fluctuated over time, showing evidence to support the dynamic nature of the |
| 일반주제명 | Foreign language education. Language. Linguistics. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
