Contents

pp v-vi

Contributors

pp vii-x

1 - Introduction

pp 1-8

Part 1 - Theoretical Insights

pp 9-10

2 - An Overview of Language Anxiety Research and Trends in its Development

pp 11-30

3 - On the Misreading of Horwitz, Horwitz and Cope (1986) and the Need to Balance Anxiety Research and the Experiences of Anxious Language Learners

pp 31-48

Part 2 - Empirical Investigations

pp 49-50

4 - Anxiety and L2 Self-Images: The ‘Anxious Self’

pp 51-69

5 - Are Perfectionists More Anxious Foreign Language Learners and Users?

pp 70-90

6 - Social Anxiety and Silence in Japan’s Tertiary Foreign Language Classrooms

pp 91-109

7 - Do You See What I Feel? An Idiodynamic Assessment of Expert and Peer’s Reading of Nonverbal Language Anxiety Cues

pp 110-134

8 - Towards an Ecological Understanding of Language Anxiety

pp 135-155

9 - Exploring the Relationship between Anxiety and Advanced Hungarian EFL Learners’ Communication Experiences in the Target Language: A Study of High- vs Low-Anxious Learners

pp 156-174

Part 3 - Implications for Practice

pp 175-176

10 - Anxious Language Learners Can Change Their Minds: Ideas and Strategies from Traditional Psychology and Positive Psychology

pp 177-197

11 - The Links Between Self-Esteem and Language Anxiety and Implications for the Classroom

pp 198-216

12 - Conclusion

pp 217-223

Index

pp 224-226