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Intro; Foreword; Acknowledgements; Contents; Abbreviations; List of Figures; List of Tables; 1 Framework for Foreign Language Learning Anxiety; 1.1 Conceptualizing FLLA; 1.1.1 Anxiety; 1.1.2 Language Anxiety; 1.1.3 Foreign Language Anxiety; 1.1.4 Foreign Language Speaking Anxiety; 1.2 Current Issues and Emerging Trends in Researching FLLA; 1.2.1 FLSA as a Specific Case; 1.2.2 The Significance of FLSA Research; 1.3 Organization of the Book; References; 2 History of and Major Developments in FLLA Worldwide; 2.1 Anxiety and Language Learning: General Theories
2.1.1 State Anxiety Versus Trait Anxiety2.1.2 General Anxiety Versus Specific Anxiety; 2.1.3 Facilitating Anxiety Versus Debilitating Anxiety; 2.1.4 Unitary Anxiety Versus Multidimensional Anxiety; 2.2 Research on FLA and Foreign Language Learning; 2.2.1 Research on FLA and Foreign Language Learning Before 1980s; 2.2.2 Research on FLA and Foreign Language Learning in 1980s; 2.2.2.1 The Conceptual Framework of Horwitz et al. (1986); 2.2.2.2 The FLCAS Scale by Horwitz et al. (1986); 2.2.2.3 Other Studies on FLA and Foreign Language Learning in 1980s
2.2.3 Research on FLA and Foreign Language Learning After 1980s2.2.3.1 Research on FLA and FL Learning: The Situation-Specific Perspective; 2.2.3.2 Research on FLA and FL Learning: A New Tendency; 2.3 Research on the Sources of FLLA; 2.3.1 Personal and Interpersonal Anxieties; 2.3.2 Learner Beliefs About Language Learning; 2.3.3 Instructor Beliefs About Language Teaching; 2.3.4 Instructor-Learner Interactions; 2.3.5 Classroom Procedures; 2.3.6 Language Testing; 2.3.7 Motivation; 2.3.8 Cultural Factors; 2.3.9 Frequency of Language Use; 2.3.10 Context of Language Acquisition
2.4 Strategies for FLLA2.4.1 Limited Research on Strategies Coping with FLLA; 2.4.2 Effectiveness of FLLA Coping Strategies; 2.5 Competing Models of FLLA; References; 3 Developments in the Field of FLLA in China; 3.1 Overview of FLLA Research in China; 3.1.1 Reasons Leading to and Strategies Coping with FLLA; 3.1.2 FLLA and Computer-Web Assisted Language Learning; 3.1.3 FLLA: Self-efficacy and Language Achievement; 3.1.4 FLLA: Motivation and Self-esteem; 3.1.5 FLLA in Different Language Skills; 3.1.5.1 FL Listening Anxiety; 3.1.5.2 FL Speaking Anxiety; 3.1.5.3 FL Reading Anxiety
3.1.5.4 FL Writing Anxiety3.1.5.5 FL Interpreting Anxiety; 3.1.5.6 FLLA in Multiple Language Skills; 3.1.6 FLLA: Other Correlational Studies; 3.1.7 FLLA: Its Research Participants; 3.1.8 FLLA: Its Research Scales; 3.1.9 FLLA: Review Articles; 3.1.10 A Summary of FLLA Studies Published in China; 3.2 Status of English as a Foreign Language in China; 3.2.1 Desire for English and Effectiveness of English Learning in China; 3.2.2 Influence of FLLA on English Learners in China; 3.3 Limited FLLA Research in China Published in English; References; 4 Major Reasons Leading to FLSA
2.1.1 State Anxiety Versus Trait Anxiety2.1.2 General Anxiety Versus Specific Anxiety; 2.1.3 Facilitating Anxiety Versus Debilitating Anxiety; 2.1.4 Unitary Anxiety Versus Multidimensional Anxiety; 2.2 Research on FLA and Foreign Language Learning; 2.2.1 Research on FLA and Foreign Language Learning Before 1980s; 2.2.2 Research on FLA and Foreign Language Learning in 1980s; 2.2.2.1 The Conceptual Framework of Horwitz et al. (1986); 2.2.2.2 The FLCAS Scale by Horwitz et al. (1986); 2.2.2.3 Other Studies on FLA and Foreign Language Learning in 1980s
2.2.3 Research on FLA and Foreign Language Learning After 1980s2.2.3.1 Research on FLA and FL Learning: The Situation-Specific Perspective; 2.2.3.2 Research on FLA and FL Learning: A New Tendency; 2.3 Research on the Sources of FLLA; 2.3.1 Personal and Interpersonal Anxieties; 2.3.2 Learner Beliefs About Language Learning; 2.3.3 Instructor Beliefs About Language Teaching; 2.3.4 Instructor-Learner Interactions; 2.3.5 Classroom Procedures; 2.3.6 Language Testing; 2.3.7 Motivation; 2.3.8 Cultural Factors; 2.3.9 Frequency of Language Use; 2.3.10 Context of Language Acquisition
2.4 Strategies for FLLA2.4.1 Limited Research on Strategies Coping with FLLA; 2.4.2 Effectiveness of FLLA Coping Strategies; 2.5 Competing Models of FLLA; References; 3 Developments in the Field of FLLA in China; 3.1 Overview of FLLA Research in China; 3.1.1 Reasons Leading to and Strategies Coping with FLLA; 3.1.2 FLLA and Computer-Web Assisted Language Learning; 3.1.3 FLLA: Self-efficacy and Language Achievement; 3.1.4 FLLA: Motivation and Self-esteem; 3.1.5 FLLA in Different Language Skills; 3.1.5.1 FL Listening Anxiety; 3.1.5.2 FL Speaking Anxiety; 3.1.5.3 FL Reading Anxiety
3.1.5.4 FL Writing Anxiety3.1.5.5 FL Interpreting Anxiety; 3.1.5.6 FLLA in Multiple Language Skills; 3.1.6 FLLA: Other Correlational Studies; 3.1.7 FLLA: Its Research Participants; 3.1.8 FLLA: Its Research Scales; 3.1.9 FLLA: Review Articles; 3.1.10 A Summary of FLLA Studies Published in China; 3.2 Status of English as a Foreign Language in China; 3.2.1 Desire for English and Effectiveness of English Learning in China; 3.2.2 Influence of FLLA on English Learners in China; 3.3 Limited FLLA Research in China Published in English; References; 4 Major Reasons Leading to FLSA