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Questioning the Stability of Learner Anxiety in the Ability-Grouped Foreign Language Classroom
This study explores the change of language anxiety in the ability-grouped foreign language classroom over time. Subjects of the study consisted of university EFL freshmen divided into three proficiency levels. The findings revealed that at the initial stage of grouping, students placed in the high proficiency level had significantly lower language anxiety than those grouped into the low and average levels; the differences in anxiety levels between the latter two groups were insignificant.
From home culture to intercultural knowledge base: implications for TESOL materials design
This paper focuses on the relationship between a language and its culture and will critically examine arguments for the incorporation of the target culture in TESOL teaching and learning together with teaching materials. The aim of the model suggested here is to enable the learners to develop an intercultural understanding of the target language which can be applied to e.g. business communication where English is used as the language of communication amongst different nationalities.
