Skip to main content
SpringerLink
Log in

Reticence and Anxiety in Oral English Lessons: A Case Study in China

  • Chapter
Researching Chinese Learners

Abstract

In recent decades, research has revealed that reticence and anxiety can have a debilitating impact on second language (L2) learning (Horwitz et al., 1986; MacIntyre & Gardner, 1991a; Tsui, 1996; Jackson, 2002a; Liu, 2006a; Liu & Jackson, 2008). It is widely agreed that reticent students often speak less and exhibit more negative forms of arousal (e.g. anxiety, tension, unpleasant effect), with speech that tends to be brief and less comprehensible. Likewise, high-anxious people are more reluctant to speak in L2 classroom activities and this often hinders their learning. Reticence and anxiety are complex constructs that stem from a range of linguistic, educational and cultural elements as well as personality attributes. This chapter reviews key research in this area before focusing on an investigation of factors that influenced the behaviour of students in oral English lessons at a university in Mainland China.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Bailey, K. M. (1983) Competitiveness and anxiety in adult second language learning: looking at and through the diary studies. In H. W. Seliger & M. H. Long (eds) Classroom Oriented Research in Second Language Acquisition. Rowley, MA: Newbury House Publishers, pp. 67–103.

    Google Scholar 

  • Baker, S. C. & MacIntyre, P. D. (2000) The role of gender and immersion in communication and second language orientations, Language Learning, 50, 311–341.

    Article  Google Scholar 

  • Bond, M. H. (1996) The Handbook of Chinese Psychology. Oxford: Oxford University Press.

    Google Scholar 

  • Burgoon, J. K. (1976) The Unwillingness-to-communicate scale: development and validation, Communication Monographs, 43, 60–69.

    Article  Google Scholar 

  • Chen, T. (2003) Reticence in class and on-line: two ESL students’ experiences with communicative language teaching, System, 31, 259–281.

    Article  Google Scholar 

  • Cohen, Y. & Norst, M. J. (1989) Fear, dependence, and loss of self-esteem: affective barriers in second language learning among adults, RELC Journal: A Journal of Language Teaching and Research in Southeast Asia, 20, 61–77.

    Article  Google Scholar 

  • Cortazzi, M. & Jin, L. (1996) Cultures of learning: language classrooms in China. In H. Coleman (ed.) Society and the Language Classroom. Cambridge: Cambridge University Press, pp. 169–206.

    Google Scholar 

  • Donley, P. (1998) Ten ways to cope with foreign language anxiety. In A. Mollica (ed.) Teaching and Learning Language: Selected Reading from Mosaic. Weiland, ON: Soleil Publishing, pp. 109–110.

    Google Scholar 

  • Dwyer, E. & Heller-Murphy, A. (1996) Japanese learners in speaking classes, Edinburgh Working Papers in Applied Linguistics, 7, 46–55.

    Google Scholar 

  • Ely, C. M. (1986) An analysis of discomfort, risk-taking, sociability, and motivation in the L2 classroom, Language Learning, 36, 1–25.

    Article  Google Scholar 

  • Gardner, R. C. (1985) Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. London: Edward Arnold.

    Google Scholar 

  • Grbich, C. (2007) Qualitative Data Analysis. London: Sage.

    Google Scholar 

  • Gregersen, T. & Horwitz, E. K. (2002) Language learning and perfectionism: anxious and non-anxious language learners’ reactions to their own oral performance, The Modern Language Journal, 86, 562–570.

    Article  Google Scholar 

  • Hilleson, M. (1996) ‘I want to talk with them, but I don’t want them to hear’: an introspective study of second language anxiety in an English-medium school. In K. M. Bailey & D. Nunan (eds) Voices from the Language Classroom. Cambridge: Cambridge University Press, pp. 248–282.

    Google Scholar 

  • Horwitz, E. K. (1995) Student affective reactions and the teaching and learning of foreign languages. Journal of Educational Research, 23, 569–652.

    Google Scholar 

  • Horwitz, E. K., Horwitz, M. & Cope, J. (1986) Foreign language classroom anxiety, The Modem Language Journal, 1, 125–132.

    Google Scholar 

  • Jackson, J. (2002a) Reticence in second language case discussions: anxiety and aspirations, System, 30, 65–84.

    Article  Google Scholar 

  • Jackson, J. (2002b) Diversity and the case leader: linguistic, cultural, psychological and contextual insights, Journal on Excellence in College Teaching. Special Focus: Issues in Case Method Teaching, 13(2 & 3), 87–101.

    Google Scholar 

  • Jackson, J. (2003) Case-based learning and reticence in a bilingual context: perceptions of business students in Hong Kong, System, 31, 457–469.

    Article  Google Scholar 

  • Keaten, J. A. & Kelly, L. (2000) Reticence: an affirmation and revision, Communication Education, 49, 165–177.

    Google Scholar 

  • Kondo, D. S. & Yang, Y. L. (2004) Strategies for coping with language anxiety: the case of students of English in Japan, ELT Journal, 58, 258–265.

    Article  Google Scholar 

  • Liu, M. (2006a) Anxiety in Chinese EFL students at different proficiency levels, System, 34, 301–316.

    Article  Google Scholar 

  • Liu, M. (2006b) Reticence in oral English classrooms: causes and consequences, Asian Journal of English Language Teaching, 16, 45–66.

    Google Scholar 

  • Liu, M. & Jackson, J. (2008) An exploration of Chinese EFL learners’ unwillingness to communicate and foreign language anxiety, The Modern Language Journal, 92, 71–86.

    Google Scholar 

  • Liu, N. & Littlewood, W. (1997) Why do many students appear reluctant to participate in classroom learning discourse?, System, 25, 371–384.

    Article  Google Scholar 

  • MacIntyre, P. D. & Gardner, R. C. (1989) Anxiety and second-language learning: toward a theoretical clarification, Language Learning, 39, 251–275.

    Article  Google Scholar 

  • MacIntyre, P. D. & Gardner, R. C. (1991a) Investigating language class anxiety using the focused essay technique, The Modem Language Journal, 75, 296–304.

    Article  Google Scholar 

  • MacIntyre, P. D. & Gardner, R. C. (1991b) Methods and results in the study of anxiety and language learning: a review of the literature, Language Learning, 41, 85–117.

    Article  Google Scholar 

  • MacIntyre, P. D. & Gardner, R. C. (1994) The subtle effects of language anxiety on cognitive processing in the second language, Language Learning, 44, 283–305.

    Article  Google Scholar 

  • Mak, B. S. & White, C. (1997) Communication apprehension of Chinese ESL students, Hong Kong Journal of Applied Linguistics, 2, 81–95.

    Google Scholar 

  • McCroskey, J. C. (1977) Oral communication apprehension: a summary of recent theory and research, Human Communication Research, 4, 78–96.

    Article  Google Scholar 

  • Neuendorf, K. A. (2002) The Content Analysis: Guidebook. Thousands Oaks, CA: Sage.

    Google Scholar 

  • Oxford, R. L. (1999) ‘Style wars’ as a source of anxiety in language classrooms. In D. J. Young (ed.) Affect in Foreign Language and Second Language Learning: A Practical Guide to Creating a Low-Anxiety Classroom Atmosphere. Boston: McGraw-Hill, pp. 216–237.

    Google Scholar 

  • Pappamihiel, N. E. (2001) Moving from the ESL classroom into the mainstream: an investigation of English language anxiety in Mexican girls, Bilingual Research Journal, 25, 31–38.

    Article  Google Scholar 

  • Phillips, G. M. (1997) Reticence: a perspective on social withdrawal. In J. A. Daly, J. C. McCroskey, J. Ayres, T. Hopf & D. M. Ayres (eds) Avoiding Communication: Shyness, Reticence, and Communication Apprehension (2nd edn). Creswill, NJ: Hampton Press, pp. 129–150.

    Google Scholar 

  • Price, M. L. (1991) The subjective experience of foreign language anxiety: interviews with highly anxious students. In E. K. Horwitz & D. J. Young (eds) Language Anxiety: From Theory and Research to Classroom Implications. Englewood Cliffs, NJ: Prentice Hall, pp. 101–108.

    Google Scholar 

  • Sato, C. J. (1990) Ethnic styles in classroom discourse. In R. C. Scarcella, E. S. Anderson & S. D. Krashen (eds) Developing Communicative Competence in a Second Language. Boston: Heinle, pp. 107–119.

    Google Scholar 

  • Tobias, S. (1979) Anxiety research in educational psychology, Journal of Educational Psychology, 71, 573–582.

    Article  Google Scholar 

  • Tsui, A. B. M. (1996) Reticence and anxiety in second language learning. In K. M. Bailey & D. Nunan (eds) Voices from the Language Classroom. Cambridge: Cambridge University Press, pp. 145–167.

    Google Scholar 

  • Yan, Y. (2003) Language anxiety and the teaching of spoken English, Journal of Liaoning Technical University, 5, 73–74.

    Google Scholar 

  • Young, D. J. (1991) The relationship between anxiety and foreign language oral proficiency ratings. In E. K. Horwitz & D. J. Young (eds) Language Anxiety: From Theory and Research to Classroom Implications. Englewood Cliffs, NJ: Prentice Hall, pp. 57–63.

    Google Scholar 

  • Zou, M. (2004) EFL learners’ perceptions of in-class relationships and their voluntary responses. In Y. Gao (ed.) The Social Psychology of English Learning by Chinese College Students. Beijing: Foreign Language Teaching and Research Press, pp. 149–167.

    Google Scholar 

Download references

Authors
  1. Meihua Liu
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Jane Jackson
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. De Montfort University, UK

    Lixian Jin (Reader in Linguistics and Health Communication) (Reader in Linguistics and Health Communication)

  2. University of Warwick, UK

    Martin Cortazzi (Visiting Professor) (Visiting Professor)

Copyright information

© 2011 Meihua Liu and Jane Jackson

About this chapter

Cite this chapter

Liu, M., Jackson, J. (2011). Reticence and Anxiety in Oral English Lessons: A Case Study in China. In: Jin, L., Cortazzi, M. (eds) Researching Chinese Learners. Palgrave Macmillan, London. https://doi.org/10.1057/9780230299481_6

Download citation

Publish with us

Policies and ethics

Search

Navigation