| Project/Area Number |
17520361
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Foreign language education
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| Research Institution | Hirosaki University |
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Principal Investigator |
NORO Tokuji Hirosaki University, Faculty of Education, Associate Professor, 教育学部, 助教授 (90344580)
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| Co-Investigator(Kenkyū-buntansha) |
NORO Tokuji Hirosaki University, Faculty of Education, Associate Professor (90344580)
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| Project Period (FY) |
2005 – 2006
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| Project Status |
Completed (Fiscal Year 2006)
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| Budget Amount *help |
¥2,000,000 (Direct Cost: ¥2,000,000)
Fiscal Year 2006: ¥1,100,000 (Direct Cost: ¥1,100,000)
Fiscal Year 2005: ¥900,000 (Direct Cost: ¥900,000)
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| Keywords | listening / stress / cognitive appraisal / anxiety / affect / English / second language acquisition / foreign language learning |
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| Research Abstract |
The purpose of the present study was to validate the psychological reality of the newly introduced construct of 'listening stress' as an alternative to the more prevalent and traditional affective variable of anxiety. It also aimed to elucidate the mechanism of listening stress.
The study first discussed the limitations and vulnerability of the language anxiety framework in the affective domain of L2/FL learning, specifically addressing the listening process. By reviewing the foundations upon which language anxiety research is built, the study proceeded to give the theoretical definition of listening stress on the basis of the insight into anxiety formulated by Spielberger (1972) and the stress theory developed by Lazarus and Folkman (1984). Based upon this definition, a schematic model of the construct was developed through both quantitative and qualitative analyses of data obtained in a listening-stress evoking experiment with Japanese college students who had participated in a short-
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term language study program in the United States as well as data collected from the same participants by questionnaire and oral interviews. The study further investigated the cognitive appraisal process of listening stress, which is surmised to play the key role in the mechanism of listening stress through analysis of data obtained by questionnaire and oral interviews with Japanese students studying at American universities, who were presumed to experience severer listening stress. The analysis led to identification of the factors involved in the cognitive appraisal process of listening stress and exemplification of its mechanism through representation with a schematic model.
The research results revealed the psychological reality of listening stress with ample evidence, thus verifying the validity of listening stress as a psychological construct. Also, the schematic model of cognitive appraisal process developed in this study can be duly expected to contribute to further elucidation of the mechanism of listening stress. Less
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