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dc.contributor.authorKing, James-
dc.contributor.authorSmith, Lesley-
dc.contributor.editorGkonou, C.-
dc.contributor.editorDaubney, M.-
dc.contributor.editorDewaele, J-M.-
dc.identifier.citationKing, 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)en
dc.description.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.en
dc.publisherClevedon: Multilingual Mattersen
dc.rightsCopyright © 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.en
dc.titleSocial anxiety and silence in Japan's tertiary foreign language classroomsen
pubs.organisational-group/Organisation/COLLEGE OF SOCIAL SCIENCES, ARTS AND HUMANITIESen
pubs.organisational-group/Organisation/COLLEGE OF SOCIAL SCIENCES, ARTS AND HUMANITIES/School of Educationen
Appears in Collections:Books & Book Chapters, School of Education

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