Tag: 2014 Quarterly Journal
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 Reading to translation- the effects of L1/L2 supplementary reading on Taiwanese university students’ translation performance
This study adopted translation as the measurement to examine the effect of background knowledge, provided in the form of reading from university students’ first (Chinese) or second (English) language, on their performance of an English-to-Chinese translation text. 150 EFL English majors were involved in this study.
