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RISS 인기검색어
- 검색키워드
- 저자 : Wayne Bottiger (검색결과 3 건)
- 무료
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Creating a Discourse for Understanding Second Language Acquisition and Anxiety
Wayne Bottiger,김경열 한국중앙영어영문학회 2013 영어영문학연구 Vol.55 No.2
There has been a lengthy discussion concerning the idea that anxiety interferes with or diminishes the capacity for second language learning. Those included in the discussion are scholars, researchers, instructors, and L2 learners themselves. At issue is the question of how significant the influence of anxiety on inhibiting language learning really is. This article explores second language acquisition and discusses the implications related to ‘anxiety’. While the concept of anxiety is multi-faceted, the main area of interest for researchers and practitioners alike focuses on how anxiety actually influences language learning. Numerous types of anxiety have been identified including state anxiety, trait anxiety, situation-specific anxiety, and achievement anxiety just to name a few. Many have theorized that it is the wide variety of anxiety-types that is partly to blame for the mixed and confusing results of research done on this topic. Scovel (1978) states that anxiety is “not a simple, unitary construct that can be comfortably quantified into ‘high’ or ‘low’ amounts” (p. 137). Typically language anxiety or foreign language anxiety (FLA) is categorized as a situation-specific anxiety (Ellis, 1994), similar in type to other familiar manifestations of anxiety such as stage fright or test anxiety.
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Wayne Bottiger,Kyungyul Kim 한국중원언어학회 2013 언어학연구 Vol.0 No.26
Certain words and phrases are often limited with regard to their semantic context and meaning, or they may be observed as too polysemous to warrant a proper semantic description. In the current work, we show some of the significant influences on the preposition up for the purpose of understanding its core meaning, prototypical meaning, and change over time, metaphoric uses and various metaphorical extensions which have been added to it. As a focal point to the study, we concentrate on the use of up and its linguistic description to help determine, which grammatical representation of the word is the most challenging. The procedures for making determinations themselves are rather straight-forward. The study includes a variety of usages which are dependent on contextual association, phrasal assignment, metaphorical extension, and grammatical requirements with respect to given semantic contexts. There are certain dependent variables when using up in certain cases which may induce somewhat contradictory expectations. Therefore, a base approach is used to introduce the complex relationship of the term in modern English allowing us to identify all the possible lexical choices which can be predicted from given lexical descriptions. Finally, we illustrate the suitability of selected methods for analyzing up in various semantic cases, and make the claim that a semantic account of the phrase must be conditioned to meet the overall changes resulting from its metaphorical transformation.
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Creating a Discourse for Understanding Second Language Acquisition and Anxiety
Bottiger, Wayne,Kim, Kyungyul 한국중앙영어영문학회 2013 영어영문학연구 Vol.55 No.2
There has been a lengthy discussion concerning the idea that anxiety interferes with or diminishes the capacity for second language learning. Those included in the discussion are scholars, researchers, instructors, and L2 learners themselves. At issue is the question of how significant the influence of anxiety on inhibiting language learning really is. This article explores second language acquisition and discusses the implications related to ‘anxiety’. While the concept of anxiety is multi-faceted, the main area of interest for researchers and practitioners alike focuses on how anxiety actually influences language learning. Numerous types of anxiety have been identified including state anxiety, trait anxiety, situation-specific anxiety, and achievement anxiety just to name a few. Many have theorized that it is the wide variety of anxiety-types that is partly to blame for the mixed and confusing results of research done on this topic. Scovel (1978) states that anxiety is “not a simple, unitary construct that can be comfortably quantified into ‘high’ or ‘low’ amounts” (p. 137). Typically language anxiety or foreign language anxiety (FLA) is categorized as a situation-specific anxiety (Ellis, 1994), similar in type to other familiar manifestations of anxiety such as stage fright or test anxiety.
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