02848nam a22004575i 4500001001800000003000900018005001700027007001500044008004100059020001800100024003500118050001100153072001500164072002300179072001400202100007800216245014000294250001800434264006900452300006300521336002600584337002600610338003600636347002400672490005400696505040200750520085001152650001502002650001702017650001602034650001502050650001702065650004002082710003402122773002602156776003602182776003602218776003602254830005402290856004602344978-3-031-55844-3DE-He21320251030112006.0cr nn 008mamaa240423s2024    sz |    s    |||| 0|eng d  a97830315584437 a10.1007/978-3-031-55844-32doi 4aL1-991 7aJN2bicssc 7aEDU0000002bisacsh 7aJN2thema1 aPiniel, Katalin.eauthor.4aut4http://id.loc.gov/vocabulary/relators/aut10aInvestigating Foreign Language Anxietyh[electronic resource] :bLessons for Research into Individual Differences /cby Katalin Piniel.  a1st ed. 2024. 1aCham :bSpringer Nature Switzerland :bImprint: Springer,c2024.  aIX, 162 p. 17 illus., 9 illus. in color.bonline resource.  atextbtxt2rdacontent  acomputerbc2rdamedia  aonline resourcebcr2rdacarrier  atext filebPDF2rda1 aSecond Language Learning and Teaching,x2193-76560 a1. Introduction -- 2. Theorization of foreign language anxiety -- 3. A meta-analysis of research using the Foreign Language Classroom Anxiety Scale (FLCAS) (Horwitz et al., 1986) -- 4. Validating the Hungarian Input-Process-Output Anxiety questionnaire -- 5. Skills related language anxiety – Scale development -- 6. Complex Dynamic Systems Theory perspective on language anxiety.-7. Conclusion.  aThe introduction and a theoretical summary of language anxiety research (Chapter 1) are followed by four chapters: Chapter 2 presents a meta-analysis of the widely used Foreign Language Classroom Anxiety Scale’s (Horwitz, et al., 1986) factorial structure; Chapter 3 reports on a validation study of the Hungarian version of MacIntyre and Gardner’s (1994) Input, Process, and Output Anxiety Scales; Chapter 4 presents the development of a skills-based anxiety questionnaire through a three-phased study consisting of an exploratory qualitative phase as well as two quantitative phases using Rasch analysis; and Chapter 5 focuses on empirical approaches available for tapping into the dynamic change of this emotion, including the idiodynamic method and quantitative analyses such as latent growth curve modeling and dynamic cluster analysis. 0aEducation. 0aLinguistics. 0aPsychology.14aEducation.24aLinguistics.24aBehavioral Sciences and Psychology.2 aSpringerLink (Online service)0 tSpringer Nature eBook08iPrinted edition:z978303155843608iPrinted edition:z978303155845008iPrinted edition:z9783031558467 0aSecond Language Learning and Teaching,x2193-765640uhttps://doi.org/10.1007/978-3-031-55844-3