1. Mark Daubney, Jean-Marc Dewaele and Christina Gkonou: Introduction Part 1: Theoretical Insights 2. Peter D. Macintyre: An Overview of Language Anxiety Research and Trends in Its Development 3. Elaine Horwitz: On the Misreading Of Horwitz, Horwitz, and Cope (1986) and the Need to Balance Anxiety Research and the Experiences of Anxious Language Learners Part 2: Empirical Investigations 4. Erdi Simsek and Zoltan Dornyei: Anxiety and L2 Self-Images: The 'Anxious Self' 5. Jean-Marc Dewaele: Are Perfectionists More Anxious Foreign Language Learners and Users? 6. Jim King and Lesley Smith: Social Anxiety and Silence in Japan's Tertiary Foreign Language Classrooms 7. Tammy Gregersen, Peter D. Macintyre and Tucker Olson: Do You See What I Feel? An Idiodynamic Assessment of Expert and Peer's Reading of Nonverbal Language Anxiety Cues 8. Christina Gkonou: Towards an Ecological Understanding of Language Anxiety 9. Zsuzsa Toth: Exploring the Relationship between Anxiety and Advanced Hungarian EFL Learners' Communication Experiences in the Target Language: A Study of High- Vs. Low-Anxious Learners Part 3: Implications for Practice 10. Rebecca L. Oxford: Anxious Language Learners Can Change Their Minds: Ideas and Strategies from Traditional Psychology and Positive Psychology 11. Fernando D. Rubio-Alcala: The Links between Self-Esteem and Language Anxiety and Implications for the Classroom 12. Christina Gkonou, Jean-Marc Dewaele and Mark Daubney: Conclusion
Christina Gkonou is Lecturer in TESOL and MA TESOL Programme Director in the Department of Language and Linguistics at the University of Essex, UK. Her research interests include language anxiety and emotions, and teacher education. Mark Daubney is Adjunct Professor in the Department of Languages and Literatures at the School of Education and Social Sciences-Polytechnic Institute of Leiria, Portugal. His research interests are teacher education, and affective factors - especially anxiety and motivation - in classroom interaction. Jean-Marc Dewaele is Professor in the Department of Applied Linguistics and Communication, Birkbeck, University of London, UK. His research interests include individual differences in multilingualism and emotion and he is President of the International Association of Multilingualism.
Much of the current research in SLA and the neurosciences points to the strong influence of affective factors, such as anxiety, on the process of language learning. With chapters from important experts in the field, this book makes a valuable contribution to understanding the research and theoretical proposals regarding anxiety and also makes useful suggestions for reducing its influence in the classroom. Jane Arnold, University of Seville, Spain In this excellent and much-needed collection, the authors bring inspiring theoretical and empirical insights to one of the most perplexing affective factors in language learning and teaching: language anxiety. It offers insightful and refreshing perspectives for research within diverse methodologies for contexts and participants across the globe! Ana Maria F. Barcelos, Federal University of Vicosa, Brazil
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