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Title: Social anxiety and silence in Japan's tertiary foreign language classrooms
Authors: King, James
Smith, Lesley
First Published: 30-Apr-2017
Publisher: Clevedon: Multilingual Matters
Citation: King, J;Smith, L, Social anxiety and silence in Japan's tertiary foreign language classrooms, ed. Gkonou, C;Daubney, M;Dewaele, J-M, 'New insights into language anxiety: Theory, research and educational implications', Multilingual Matters (2017)
Abstract: [First paragraph] This chapter considers the intriguing relationship which exists between social anxiety and the silences of second language (L2) learners within a Japanese EFL classroom context. Although in recent years extensive attention has been focused on the impact anxiety has on L2 oral performance (e.g. Liu & Jackson, 2008; Woodrow, 2006), to date little consideration has been given to this issue when placing silence itself at the heart of the investigation. Rather than signifying a meaningless blank occurring during the course of a lesson, the reality of L2 classroom silence is that it has various forms and functions, and emerges through complex multiple and concurrent routes (King, 2013a; 2013b). Within the Japanese context, some of the most salient of these routes connect to psychological and emotional factors which see a complex interplay of learner-internal and environmental issues interact to support the silent behaviour of socially inhibited students.
ISBN: 9781783097708
Embargo on file until: 1-Jan-10000
Version: Post-print
Status: Peer-reviewed
Type: Chapter
Rights: Copyright © 2016, Multilingual Matters. The file associated with this record is under a permanent embargo while publication is In Press, after communication with the publisher. The full text may be available through the publisher links provided above.
Appears in Collections:Books & Book Chapters, School of Education

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