论文阅读与评价Paper1.pptVIP

论文阅读与评价 Paper 1 文秋芳 中国外语教育研究中心 2008年7月 Breaking the code of silence: a study of teachers’ nonverbal decoding accuracy of foreign language anxiety By Tammy Gregersen, University of Northern Iowa, USA Research questions 1. To what extent do language teachers and trainees can detect the foreign language anxiety by decoding the nonverbal behavior according to their own criteria? Research questions 2. Is nonverbal decoding accuracy of foreign language anxiety related to the observer variables of gender, years of teaching experience and life experiences inside or outside the USA? Research questions 3. By using the explicit criteria, can the decoding accuracy be improved? Logical relations First viewing Second viewing Variables Q 1: decoding accuracy Justifications Justifications Research design and Procedures Participants 7 Examinees 4 anxious and 3 non-anxious out of the 13 beginning French learners at a Midwestern university Gender: female Ages: 18-26 . Selecting the seven students Foreign Language Classroom Anxiety Scale (FLCAS) A 33-item self-report Likert type scale (strongly agree ~strongly disagree) to assess their degree of anxiety Categories of the items include: 1)Negative performance expectancies 2)Social comparisons 3)Psychophysiological symptoms 4)Avoidance behaviors Scores on FLCAS Participant scores Anx1 111 Anx2 99 Anx3 97 Anx4 94 Non-anx1 65 Non anx2 65 Non-anx3 51 An oral exam Length of time: 4~7 minutes Answer oral questions Use only the first three minutes of each interview for the study (in full body shots). Participants 31 observers Graduate and undergraduate students from two courses: Individual Variability in SLA and TESOL Observer variables __________________________________ Gender Years of Experience country of Origin