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1
Brennan, Kerry Anne. "Second Language Anxiety and Task Complexity." Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/400946.
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Throughout history there has been tremendous debate about what comprises the best methods and approaches to foreign or second language (L2) teaching and learning, without any decisive universal conclusions. Since the 1980s, however, task-based approaches to language teaching have offered what theoretically appears to be the most efficient option for adapting to the plethora of learner needs that may affect second language acquisition (SLA). Task-based syllabi have been based on the premise that task design should initiate from the learners’ ‘needs- analysis’ of which ‘real-life’ tasks are the most applicable to their situation (Long & Crookes, 1992; Long 2005). Once the needs are determined, pedagogic tasks and syllabi are subsequently designed and progressively sequenced a in more cognitively demanding manner which should lead to SLA.
However, the ongoing debate in task-based research and pedagogy has been the lack of a collective standard to effectively and systematically determine the best way to design, select and implement pedagogic tasks in order to best facilitate L2 language learning and acquisition. SLA researchers have rigorously attempted to address this issue, and as a result, there have been promising findings. The task-based sequencing frameworks proposed by Robinson (2001, 2003, 2005, 2007,; Robinson and Gilabert, 2007; Robinson 2011, 2015) and Skehan (1996, Skehan & Foster, 1999; Skehan & Foster, 2001; Skehan, 2009) have both posited important theoretical and practical methods of selecting and implementing L2 tasks in order to promote SLA. As a result, their models have gained much attention in SLA research throughout the last decade.
This dissertation describes some of the main tenets of these models, which include giving importance to the effects that L2 task design features, contextual factors, and learner factors have on successful SLA. However, the main focus will be on how they define task design features and the effects on learner factors. Furthermore, it will be highlighted here that neither model has fully clarified how to address foreign language anxiety (FLA) as affected by task design features. FLA has been a widely researched variable in SLA, most frequently focusing on the impact that it has on L2 performance and acquisition, yet there are few studies conducted specifically in the task- based context. Therefore, the experimental study described in this dissertation set out to contribute to this gap in the research.
Thus, the aim of this study was twofold. First, to explore the effects of whether the sequencing of L2 tasks in terms of task-type and task complexity, had any effect on the participants’ state anxiety levels. Second, to explore whether state anxiety could be identified during task-based oral performance by using a scale designed for the current study. There were 108 EFL participants from the University of Barcelona who took part in this mixed-methods design study. First, the overall general FLA scores were determined through a widely used instrument: the Foreign Language Classroom Anxiety Scale (FLCAS; Horwitz, Horwitz, & Cope, 1986). Next, the state anxiety levels were rated through the use of two Likert scales that were adapted and designed for this study: The Anxometer and the Task Anxiety Reflection Scale (TARS). The TARS also included open-ended questions to add qualitative support to the findings. The results indicated that the state anxiety scales were successful at analyzing how the students felt during L2 oral task performance that had been manipulated in terms of task-type, task complexity, and sequencing. Additional results indicated that the FLCAS scale only mildly predicted the state anxiety ratings. These results have extended the study of how L2 task
features, based on sequence and complexity, affect learners’ state anxiety levels. Further studies are needed to see what effects these findings have on task-based performance.Al llarg de la història ha existit un gran debat sobre quins són els millors mètodes i enfocaments per a l’aprenentatge i ensenyament de segones llengües o llengües estrangeres, un debat que no ha arribat encara a cap conclusió universal. Des dels anys 80, l’enfocament basat en tasques ha ofert el a nivell teòric és una opció eficient que s’adapta a tota una sèrie de necessitats per part dels aprenent susceptibles d’afectar de manera positiva els processos d’adquisició de segones llengües. Els programes basats en tasques han partit de la premissa de que el disseny de tasques s’hauria de començar a partir de l’anàlisi de les necessitats respecte de les tasques reals que millor s’adaptin a la situació dels estudiants (Long & Crookes, 1992; Long 2005). Un cop es determinen aquestes necessitats, es poden dissenyar programes en que les tasques es seqüencien de manera progressivament més complexa, el que pot portar potencialment a l’adquisició de segones llengües. Tanmateix, un dels debats dins l’àmbit de la recerca i la pedagogia basades en tasques ha estat la manca d’uns estàndards col·lectius per determinar de manera efectiva i sistemàtica la millor manera de dissenyar, seleccionar i implementar les tasques de manera que facilitin l’aprenentatge i adquisició llengües estrangeres. La recerca en adquisició de llengües han intentar resoldre aquesta qüestió de manera rigorosa que ha portat a resultats prometedors. Els marcs per a la seqüenciació de tasques proposat per Robinson (2001, 2003, 2005, 2007; Robinson i Gilabert, 2007; Robinson 2011, 2015) i Skehan (1996, Skehan & Foster, 1999; Skehan & Foster, 2001; Skehan, 2009) han postulat mètodes importants a nivell teòric i pràctic per a seleccionar i implementar viii Second Language Anxiety and Task Complexity tasques que portin a l’adquisició de segones llengües. Aquests mètodes han estat centrals en la recerca en el camp de l’adquisició de la darrera dècada. Aquesta tesi doctoral descriu els principals arguments d’aquests models que posan l’èmfasi sobre el efectes que la manipulació del disseny de les característiques de les tasques, el factors contextuals, i els factors dels aprenents poden tenir sobre una adquisició de segones llengües exitosa. Aquest treball es focalitza en com aquest models defineixen les característiques de disseny de les taques i el seus efectes sobre el factors del aprenents. De manera més concreta, el treball destaca com cap dels models ha aclarit com tractar l’ansietat respecte de les llengües estrangeres i com aquest queda afectada per les característiques del disseny de les taques. L’ansietat respecte de les llengües estrangeres ha esta estudiada àmpliament en el camp de l’adquisició de segones llengües en relació a l’impacte que té sobre l’ús i adquisició de segones llengües, sense que s’hagi estudiat en el context de l’aprenentatge basat en tasques. Aquest estudi experimental es planteja cobrir aquesta mancança en aquest camp de recerca. L’objectiu d’aquest estudi es doble. D’una banda s’investiga els efectes que la seqüencia de les tasques, en termes de tipus de tasca i complexitat cognitiva de la tasca, pugui tenir sobre el nivells d’ansietat dels participants. D’una altra banda, s’explora si els nivells d’ansietat poden ser detectats per una escala dissenyada específicament per al context de les tasques. 108 aprenents d’anglès com llengua estrangera de la Universitat de Barcelona particpen en un estudi amb un disseny metodològic mixt. En primer lloc, es determinen els nivells d’ansietat general mitjançant un instrument àmpliament utilitzat a la recerca com és el FCLAS (Escala d’Ansietat a l’Aula de Llengües Estrangeres - Horwitz, Horwitz, & Cope, 1986). En segon lloc, es mesuren els nivells d’ansietat ix Second Language Anxiety and Task Complexity específica en la realització de la tasca mitjançant dues escales de Likert adaptades i dissenyades per a aquest estudi: l’Ansiometre i l’Escala de Reflexió sobre l’Ansietat de la Tasca (TARS). L’escala TARS també inclou preguntes obertes que aporten un suport qualitatiu als resultats. El resultats indiquen que les escales d’ansietat específiques discriminen de manera efectiva els diferents nivells d’ansietat durant la realització de tasques el disseny de les quals has estat manipulat a nivell del tipus de tasques, la seva complexitat cognitiva, i la seva seqüència. Anàlisis addicionals indiquen que l’escala d’ansietat general FCLAS només prediu de manera mínima a moderada el nivell d’ansietat específica durant la realització de les tasques. Aquests resultats aporten més llum sobre com les característiques de les taques, basades en la seva seqüenciació i la seva complexitat, afecten el nivells d’ansietat dels aprenents de segones llengües. L’estudi conclou tot remarcant la necessitat de realitzar més estudis que investiguin la relació entre aquests resultats i el resultats lingüístics derivats de la realització de tasques.
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Moore, Glenn Edward. "Anxiety and motivation in second language learning." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2448.
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This study investigates student and instructor perceptions of the causes and effects of anxiety and motivation's effect on a student's ability to learn a second language. The study focused on the participant's perceptions of the causes and effects of anxiety, and relationships between anxiety and motivation, in both short-term and long-term learners.
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Lenzo, Katherine E. "An introspective study of language learning anxiety." Connect to resource, 1991. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1239625134.
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Wan, Hong. "Language anxiety in Chinese learners of English in the U.K. : conceptualisation of language anxiety in second language learning and its relationship with other leaner variables." Thesis, University of Newcastle upon Tyne, 2012. http://hdl.handle.net/10443/2635.
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This study focuses on the conceptualisation of language anxiety in foreign language learning and on its relationship with other learner variables in Chinese learners of English in the U.K. It documents Chinese learners‟ English anxiety experience in the U.K., proposes a model of language anxiety, and examines the relationship between language anxiety and the following learner variables: English proficiency, exposure to English out of class, language preferences when learning and using English out of class, second language motivation, attitude towards learning English, self-confidence, and selected demographic variables (e.g. gender, age, educational level). Data were collected through the administration of a detailed questionnaire (including 120 questions), to most of which participants responded on a 1-5 Likert scale. A total of 177 Chinese students who enrolled on English programs at Newcastle University participated in this study. The data was analysed using a range of statistical methods (e.g. correlation and factor analysis). This study found that participants experienced low or moderate anxiety both in and out of class. Compared with Liu (2006), Chinese learners in the U.K. generally possess lower levels of anxiety than those in China in most aspects of classroom- based English learning. However, the learners in the U.K. feel more anxious when not understanding something in class than those in China. Factor analyses suggest six components for the construct of classroom-based anxiety: speaking-related anxiety; English-classes related anxiety; negative comparative self- evaluation; comprehension-related anxiety; fear of negative evaluation from the teacher; and fear of learning English grammars, and three components for anxiety out of class: anxiety experienced in handling difficult conversations; in routine conversations; and in the conversations with friends or foreigners. A positive relationship is also found between these two anxiety scales. The results show a negative relationship between language anxiety and exposure to English and language preferences, suggesting that the more English the learners choose to use or are exposed to, the less anxiety they feel in and out of class. Language anxiety is negatively linked with proficiency, intrinsic motivation, and self- confidence, but positively related to ought-to self. It is not correlated with demographic variables, integrative and instrumental motivation, and ideal self. Furthermore, ought-to self and IELTS scores were more strongly related to classroom-based anxiety than anxiety out of class; whereas self-confidence and perceived proficiency were more strongly related to anxiety out of class than classroom-based anxiety. This study extends the current language anxiety research in several ways. It explores the dual model of language anxiety by firstly identifying the components of classroom-based anxiety and anxiety out of class, secondly looking at their relationship with demographic, academic and psychological variables, and finally comparing the strength of these correlations in order to reveal whether they are affected by the same variables. These relationships, e.g. between language anxiety and exposure to English, language preference, exposure to ideal and ought-to self, and the different effects these variables have on classroom-based anxiety and anxiety out of class, have been under researched to-date. This study provides some new insights into language anxiety research. The findings suggest that the role of context outside the classroom may be responsible for some of the Chinese learners‟ anxiety experience in an English-dominated environment. Particularly, it can be used to explain some of the differences related to learners‟ English language anxiety experienced in China and in the U.K.
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Basic, Lejla. "Speaking anxiety : An obstacle to second language learning?" Thesis, Högskolan i Gävle, Akademin för utbildning och ekonomi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-10831.
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Language is a system for communication, for that reason it is evident that communication skills are a big part of learning a language. To practice speaking is therefore a central part of English lessons in schools today. However, to make students speak the target language is not always easy and there can be several different reasons why this is the case. The current study investigates one possible reason, namely speaking anxiety and its influence on second language acquisition. The study’s purpose was to examine how a teacher can encourage students to communicate orally but also to learn why the phenomenon is not dealt with more in schools. The study is mainly based on literature but also contains an interview with two upper secondary teachers. It is found that speaking anxiety inhibits students from speaking which has a negative effect on their oral skills. The study also shows that speaking anxiety is not a prioritized problem in schools, a reason can be that speaking anxiety is not seen as a problem concerning language teaching since it can be considered as a social difficulty. Nevertheless, since oral proficiency is a big part of the English course in the Swedish upper secondary school, speaking anxious students have a harder time mastering the goals for education than other students. In order to encourage speaking in a classroom it is important to strive for a pleasant atmosphere where every student can feel relaxed and motivated to communicate orally.
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Alghothani, Dima. "Foreign Language Anxiety in an Intermediate Arabic Reading Course: A Comparison of Heritage and Foreign Language Learners." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1281556538.
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Eriksson, Daniel. "Teachers’ Perspectives on Foreign Language Speaking Anxiety : A Qualitative Study of Foreign Language Speaking Anxiety in a Swedish Upper Secondary School Context." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78319.
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The aim of the present study was to find out about teachers’ awareness, experiences and specific strategies used when dealing with Foreign Language Speaking Anxiety in the subject of English in Swedish upper secondary schools. Five teachers were interviewed to find out about their awareness and experiences of what contributes to Foreign Language Speaking Anxiety, and what manifestations students show who suffer from it. Further, the interviews also intended to find out about the teachers’ specific strategies used in order to reduce Foreign Language Speaking Anxiety. The results demonstrated that the anxious students generally are those who put unrealistic demands on themselves and feel that anything less than an excellent outcome is a failure. All participants agreed that two contributing factors to Foreign Language Speaking Anxiety are the fear of being embarrassed in front of others, and the emotional aspect of low self-confidence or self-esteem. Students tend to fear speaking situations where others could evaluate them negatively, which probably has to do with low self-confidence or self-esteem. The most evident manifestation of Foreign Language Speaking Anxiety proved to be the strategy of avoidance, where students can refuse to speak, become silent, or do not even show up for speaking activities. The most extensively used strategy for reducing Foreign Language Speaking Anxiety turned out to be dividing students into smaller groups, in order to make each student feel more comfortable speaking English. However, the results also brought up some interesting strategies used not mentioned in previous research.Syftet med denna studie var att ta reda på lärarnas medvetenhet, erfarenheter och specifika strategier som de använder sig av när det kommer till talängslan i främmande språk i en svensk gymnasieskolekontext. Fem lärare intervjuades för att få reda på deras medvetenhet och erfarenheter kring vad som bidrar till talängslan i främmande språk och hur det yttrar sig hos eleverna som lider av det. Vidare så var även syftet att ta reda på specifika strategier lärarna använder sig av i undervisningen för att reducera talängslan i främmande språk. Resultaten visade att oroliga studenter oftast är de som ställer orealistiska krav på sig själva och känner att allt utom ett utmärkt resultat är ett misslyckande. Alla deltagare var överens om att två bidragande orsaker till talängslan i främmande språk är rädslan för att bli generad framför andra, och den känslomässiga aspekten av lågt självförtroende eller självkänsla. Eleverna tenderar att vara oroliga i talsituationer där andra skulle kunna bedöma dem negativt, vilket antagligen har att göra med lågt självförtroende eller självkänsla. Det mest uppenbara yttrandet för talängslan i främmande språk visade sig vara undvikande, som till exempel, att eleverna vägrar att prata, blir tystlåtna, eller inte ens är närvarande under talaktiviteten. Den mest använda strategin för att reducera talängslan i främmande språk visade sig vara att dela upp eleverna i mindre grupper för att de skall känna sig mer bekväma med att tala engelska. Resultaten visade även på några intressanta strategier som inte nämnts i tidigare forskning.
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SILVEIRA, FERNANDA VIEIRA DA ROCHA. "REFRAMING FOREIGN LANGUAGE ANXIETY THROUGH BELIEFS: AN EXPLORATORY STUDY." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2012. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=21054@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROO objetivo desta tese é apresentar e discutir os indícios de ressignificação da ansiedade na aprendizagem/uso de línguas estrangeiras ao longo do percurso reflexivo desenvolvido durante doze sessões exploratórias realizadas entre os meses de abril e setembro de 2010, das quais participamos Lea, Mila e eu. Durante os encontros, buscamos a (co)construção de entendimentos acerca dos porquês envolvidos na ansiedade sentida pelas participantes em situações envolvendo línguas estrangeiras. Conhecemos as crenças atuais das aprendizes para relacioná-las aos construtos da ansiedade. Tendo como base filosófica a Prática Exploratória (ALLWRIGHT, 1991, 2009), a arquitetura teórica da pesquisa ilustra seu caráter multifacetado e baseia-se nos estudos acerca da ansiedade, apresentando suas bases neurais (DAMASIO, 2004; LEDOUX, 2004; BISHOP, 2007) e seu viés social, relacionado à aprendizagem e uso das línguas estrangeiras (BROWN, 1973; GUIORA, 1983; HORWITZ et al. 1986; MACINTYRE, 1999; YOUNG, 1999; GREGERSEN, 2003, 2005; HORWITZ, 2008, MARK, 2011, dentre outros ); nos estudos sobre as emoções (LUPTON, 1994; DAMASIO, 2004), crenças (BARCELOS, 1995, 2000, 2003, 2007, 2010); construções identitárias (BUCHOLTZ e HALL, 2005).O Sistema de Avaliatividade (MARTIN 2001, 2006; MARTIN e WHITE, 2005) foi utilizado como instrumento de análise das avaliações que emergiram durante o processo reflexivo. Fragmentos de doze sessões exploratórias, assim como as mensagens escritas pela participante focal, Mila, foram selecionados como instanciações de reflexões sobre vivências de ansiedade na aprendizagem e uso das línguas estrangeiras. A análise microdiscursiva dos fragmentos foi conduzida de modo a focar no léxico avaliativo referente aos subsistemas AFETO, APRECIAÇÃO e JULGAMENTO, permeados pela GRADAÇÃO e localizados em um continuum de polaridades positiva e negativa. A configuração discursiva das sessões exploratórias ensejou o surgimento e discussões de nossas crenças, momentos de (re)construção identitária, dentre outras questões, na medida em que buscávamos fazer sentido de nossas práticas. O movimento de refletir sobre essas crenças e questioná-las contribuiu para o desenvolvimento de entendimentos e ressignificação da ansiedade sentida pela participante focal.
The objective of this thesis is to present and discuss the reframing of foreign language anxiety which was observed to happen during a reflective journey developed throughout twelve exploratory sessions that were held between April and September in 2010. During the meetings, in which Lea, Mila and I participated, we sought to (re)construct our understandings of the puzzles that involved the participants’ anxiety in situations of learning and using the foreign languages. We became aware of the participants’ current beliefs in order to relate them to the anxiety construct. Taking Exploratory Practice (ALLWRIGHT, 1991, 2009) as the philosophical basis, the theoretical architecture of the research illustrates its multifaceted feature, as it is based on the studies regarding anxiety, presenting its neural bases (DAMASIO, 2004; LEDOUX, 2004; BISHOP, 2007), as well as its social bias related to foreign language learning and use (BROWN, 1973; KLEINMANN, 1977; GUIORA, 1983; HORWITZ et al. 1986; EHRMAN, 1996; MACINTYRE, 1999; YOUNG, 1999; GREGERSEN, 2003, 2005; KONDO e YING-LING, 2004; MILLS ET AL. 2006; HORWITZ, 2008, MARK, 2011) The study is also based on the studies of emotions (LUPTON, 1994; DAMASIO, 2004), beliefs (BARCELOS, 1995, 2000, 2003, 2007, 2010), of identity construction (BUCHOLTZ e HALL, 2005) referring to foreign language learning and use, and of Appraisal Theory (MARTIN 2001, 2006; MARTIN e WHITE, 2005) as the analytical tool for the evaluations which have emerged during the reflective process. Fragments from the twelve exploratory sessions, as well as messages written by the focal participant, Mila, have been selected as reflective instances of perceived anxiety experienced in relation to foreign language learning and use. The micro-discursive analysis of the fragments have focused on the evaluative lexicon that relates to the subsystems of AFFECT, APPRECIATION, and JUDGEMENT, permeated by GRADUATION, all located on a continuum of positive and negative polarities. The discursive configuration of the exploratory sessions has emerged from the discussions of our beliefs, moments of identity (re)construction, among other issues, while we sought to make sense of our practices. The movement of reflecting and questioning these beliefs has contributed to the development of understandings and reframing the anxiety as perceived by the focal participant.
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Thornton, Barbara. "Language anxiety in 14-16 year old FL learners." Thesis, University of Leicester, 2004. http://hdl.handle.net/2381/30880.
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Language anxiety is a type of situational anxiety closely linked to communication apprehension. This thesis examines the phenomenon of language anxiety in 14-16 year old learners in the UK and proposes a contextually-based model to account for the variables involved. The research consists of two main parts: a survey of 607 learners using a modified version of the FLCAS (Foreign Language Communications Anxiety Scale) and a case study of 53 learners of different ability levels from the same school. Results from the survey showed that language anxiety existed in significant numbers and that it was linked with gender and perceived difficulty of the language. Investigations during the period of the case study further demonstrated a negative correlation between achievement (as measured by self-report) and anxiety levels. While anxiety about the act of communicating was felt to have a generally negative effect on learning, in contrast to a number of other studies, test anxiety was found to have a generally facilitating effect providing the test was pitched at an appropriate level of difficulty. The findings of the case study uncovered a range of sources of language anxiety. These included negative experiences in the past, usually involving a teacher. A number of classroom practices such as error correction and certain types of group work were also found to be further causes of anxiety, as were feelings of conspicuousness and the reaction of peers. The implications of the research for the classroom teacher are discussed and ways in which anxiety can be minimised are outlined. Areas for further investigation are suggested in order to further both theory and practice.
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Remes, Linn. "Teachers’ perceptions of pupils’ foreign language anxiety and motivation." Thesis, Högskolan Dalarna, Institutionen för lärarutbildning, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:du-36700.
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Many pupils all over the world might experience foreign language anxiety which has a majorimpact on pupils’ development. Because of this, and because of personal experiences of thesubject, the aim of this thesis was to investigate teachers’ experience of foreign languageanxiety and motivational factors regarding Swedish pupils in grade 1-3. This study investigatedhow the teachers notice pupils who have foreign language anxiety and how they manage towork with them to make them motivated. The focus has been on the oral parts of the Englishsubject. The study was conducted by interviewing six teachers from different schools inSweden. Semi-structured interviews were made with teachers who had experience of the subjectto develop a deeper understanding of their experience and working methods. To analyze theresults, cognitive motivation theory and Skinners behavioristic theory have been used assupport. The results showed that foreign language anxiety is a common challenge in school andthat it can depend on what grade the pupils were in. Some of the participating teachers find itdifficult to manage to work with these pupils since they do not specifically know how to adaptthe teaching to the pupils so they will be able to overcome their anxiety. However, the resultshave showed that the teacher-pupil relationship and the classroom environment play a big rolewhen it comes to foreign language anxiety.Engelska
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Daubney, Mark. "Language anxiety in English teachers during their teaching practice." Doctoral thesis, Universidade de Aveiro, 2010. http://hdl.handle.net/10773/3720.
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Doutoramento em DidácticaEste estudo explora a influência da ansiedade linguística em futuros professores de Inglês em situação de prática pedagógica. Setting the Scene descreve o aumento de interesse pela ansiedade linguística por parte dos investigadores no contexto da aprendizagem e do ensino, e a relevância desta questão para professores estagiários fazendo a transição de aluno para professor. O autor também considera a sua própria experiência de ansiedade – enquanto estudante e investigador – de modo a gerar um maior entendimento desta emoção complexa. O Capítulo 1 da Parte 1 descreve como o afecto na aprendizagem e na investigação da língua tem vindo a ser um factor preponderante no interesse mais alargado sobre as emoções em contextos educacionais. A recente influência da teoria social na aquisição de uma segunda língua e como esta pode ajudar a repensar a investigação das emoções é discutida antes do final do capítulo, onde se examina ainda como as emoções são expressas na comunicação e interacção. O Capítulo 2 concentra-se na ansiedade na aprendizagem da língua e em como o peso da noção em contexto social alargado tem provavelmente influenciado uma abordagem dominantemente de cariz positivista na investigação sobre a ansiedade linguística. Controvérsias e variáveis da personalidade relacionadas com a ansiedade linguística são discutidas, considerando-se a possibilidade de novas direcções para a investigação. A prática pedagógica é vista como um campo fértil de investigação sobre a ansiedade linguística em estagiários, com estilos de supervisão e discursos – nomeadamente estratégias de delicadeza e de mitigação – sendo considerados influências importantes na experiência desta emoção. O Capítulo 3 da Parte 2 detalha a abordagem etnográfica e etnometodológica do estudo e o procedimento de investigação em si. Os dados foram recolhidos em três momentos distintos. Primeiro, através de inquéritos aplicados aos estagiários antes do começo do estágio. Numa segunda fase, durante o estágio, os dados principais foram recolhidos através das aulas e duma entrevista semi-estruturada com os estagiários, ambas vídeo gravadas, e dos encontros de pós-observação áudio-gravados. Os dados subsidiários recolhidos nesta mesma fase incluem reflexões escritas e dossiers dos estagiários, observações escritas das aulas do investigador e o relatório intercalar dos professores supervisor e cooperante. Na última fase, posterior às aulas, a recolha dos dados principais foi realizada através de uma vídeo gravação da reunião de avaliação final com todos os participantes e de stimulated recall protocols com cada professor estagiário. O Capítulo 4 é predominantemente uma análise qualitativa de discurso, utilizando categorias de análise para identificar sinais de ansiedade emergentes dos dados. Os resultados mostram que um dos estagiários pode ser caracterizado como tendo uma experiência de ansiedade mais debilitadora, outro uma ansiedade mais facilitadora, enquanto a experiência do terceiro é menos pronunciada e mais difícil de caracterizar. Sinais e fontes múltiplos e complexos de ansiedade foram identificados mas as próprias autoimagens dos sujeitos como professores de Inglês, construídas em interacção ao longo do estágio, estão no centro desta experiência emocional. O Capítulo 5 considera as implicações e as conclusões deste estudo. São dadas indicações para a relação estagiário-supervisor e quanto aos estilos do supervisor no quadro da prática pedagógica assim como sugestões para que a ansiedade linguística seja explicitamente abordada na formação em supervisão. Finalmente, é ponderada se a experiência da ansiedade linguística destas estagiárias e as suas fontes têm ou não implicações na formação dos alunos de línguas.
This study explores the influence of language anxiety on three pre-service teachers of English during their teaching practice. Setting the Scene describes the rise of interest in language anxiety for researchers working in language learning and teaching contexts, and its relevance to trainees making the transition from student to qualified teacher. The author reflects on his own experience of anxiety – both as a language learner and researcher – in order to shed greater light on this complex emotion and the motivation for researching it. Chapter 1 of Part 1 relates how affect in language learning and research has become an established consideration within a broader interest in emotions in educational contexts. The recent influence of social theory on second language acquisition and how it can help to rethink the research of emotions is discussed before the final part of the chapter looks at how emotions are expressed in communication and interaction. Chapter 2 focuses on anxiety in language learning, and how the powerful notion of anxiety in our society has likely influenced a dominant, positivist approach to researching language anxiety. Controversies and personality variables related to language anxiety are considered, and possible new directions for research considered. The language teaching practicum is seen as fertile ground for researching language anxiety in the trainees, with supervisor styles and discourse - namely politeness and mitigation strategies - being considered important influences on the trainees’ experience of this emotion. Chapter 3 of Part 2 details the ethnographic and ethnomethodological approach of data collection and the research procedure itself. Data was collected in three distinct phases: first, through questionnaires applied to the trainees before the teaching practice; next, during the teaching practice itself, the main data were collected through video recorded lessons, a video recorded semi-structured interview with the trainees, and audio recorded post-observation conferences whilst secondary data consisted of the researcher‘s written observations on the lessons, trainees’ written reflections and teaching files, and the supervising and cooperating teacher’s mid-term report. The last research phase saw the main data collected through a video recorded final assessment meeting with all the participants and, finally, stimulated recall protocols with each trainee. Chapter 4 is largely a qualitative analysis of discourse, using categories of analysis to identify signs and sources of anxiety emerging from the data. One trainee can be characterised as experiencing a debilitating anxiety, another facilitating anxiety, whilst the third trainee’s experience is much less pronounced and difficult to characterise. Multiple and complex signs and sources of anxiety were identified but the images of themselves as English teachers, jointly constructed in interaction, were at the core of the trainees’ emotional experience. Chapter 5 discusses the implications and the conclusions of the study. Indications for supervisor-trainee relationships and supervisor styles within the context of the practicum are put forward as are suggestions to make language anxiety an explicit consideration on supervisory courses. Finally, the experience and the sources of the trainees’ language anxiety and the possible implications these may have for pupils/students in their language classes are briefly considered.
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Kimura, Harumi. "A Self-Presentational Perspective on Foreign Language Listening Anxiety." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/157205.
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CITE/Language ArtsEd.D.
This study uses a self-presentational framework to investigate second language listening anxiety (L2 listening anxiety) among university students learning English in Japan and demonstrate that L2 listening involves social concerns that are specific to L2 settings. Successful performance in aural interaction presupposes mutual understanding, and L2 listeners have good reason to become anxious when it is doubtful whether they properly comprehend what others say. The Shortened Scale of Foreign Language Listening Anxiety, the Revised Interaction Anxiousness Scale, the Penn State Worry Questionnaire as well as a dictation test were administered to 1,177 students in 15 universities for the quantitative part of this study. Introspection verbal report data were collected from 17 students in two universities to investigate the thought processes of L2 listeners for the qualitative part. The profile analysis indicated the following: L2 listening anxiety was (a) specific to L2 situations and (b) linked to L2 proficiency because high and low L2 listening proficiency groups were different in the overall levels of L2 listening anxiety, but not different in general anxiety measures. The exploratory factor analysis and Rasch principle component analyses demonstrated that L2 listening anxiety was a broad construct composed of two related but distinct dimensions, Self-Focused Apprehension and Task-Focused Apprehension. The former is a concern over social evaluative threat, and the latter is worry over effective processing of aural input. The univariate analyses of variance confirmed that L2 listening anxiety was partly socially constructed because social anxiety was linked to both dimensions of L2 listening anxiety. The verbal data suggested that L2 listening anxiety was receiver-specific in that it involved concerns over comprehending and responding appropriately to aural messages. They also indicated that the levels of L2 listening anxiety were (a) susceptible to individual differences, and (b) influenced by different social situations. This study contributes to conceptual developments in the area of L2 learner psychology because understanding others is of profound importance in successful communication, and anxiety over non-understanding or misunderstanding can have significant personal and interpersonal consequences.
Temple University--Theses
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Miller, Nicole Ann. "Individual and cultural factors affecting students' anxiety during language study abroad." Dayton, Ohio : University of Dayton, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1239981295.
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Okada, Nana. "Foreign Language Anxiety Among Japanese International Students in the U.S." TopSCHOLAR®, 2015. http://digitalcommons.wku.edu/theses/1468.
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This study aims to investigate the foreign language anxieties Japanese international students at American universities have and the relationship between these anxieties and length of stay in the U.S. 151 Japanese international students answered a modified version of the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz & Cope, 1986) followed by demographic questions. The findings from the questionnaire were analyzed through SPSS 21 software. Results indicated a statistically significant relationship between students’ level of anxieties and the length of stay in the U.S. Implications for teachers and government officials in Japan, as well as for teachers and university administrators in the U.S., are discussed.
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Thacker, Josie Eileen. "The Effect of Language Learning Experience on Motivation and Anxiety of Foreign Language Learning Students." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8759.
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The purpose of this study was to examine how motivation and anxiety within learners studying a foreign language are affected by a participant's language requirement (whether a participant has a language requirement as part of their education), language class level, and language learning environment (those with traditional classroom verses significant in- country experience). The current study surveyed and analyzed the responses of 124 students currently enrolled in a language class at Brigham Young University. Self- reported survey results demonstrate the relationship between motivation and anxiety with relation to language class level, language learning experience, and language requirement fulfillment. Further analyses were done in order to explore the interaction of different types of motivation (instrumental, integrative, intrinsic and resultative) and different types of anxiety (classroom, text anxiety and fear of negative evaluation) on the three factors examined in this study. Results indicated that there was a significant difference in motivation for participants whose major required taking foreign language courses and those whose major did not require a foreign language. Specifically, the results of the sub types of motivation (integrative, intrinsic, instrumental, and resultative) indicated that those that were required to take the language as a requirement had higher instrumental motivation than those that were not required to take a foreign language. The second significant finding of this study is that there was no effect on motivation and anxiety levels of participants with regard to language class level with one exception. Students at the 200 level had greater language class anxiety and lower resultative motivation than the other levels did. The third significant finding was that significant in- country experience did not affect motivation or anxiety. These results demonstrate that several factors may influence students' motivation and anxiety levels when learning a foreign language.
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Sun, Li-Ching. "Young Taiwanese children's language performance and anxiety as a function of parental beliefs and practices." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.
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Kim, Joo-hae. "Foreign language listening anxiety : a study of Korean students learning English /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004305.
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Amouna, Abdullah. "Foreign Language Speaking Anxiety among EFL Leaners in Swedish Lower Secondary Schools." Thesis, Högskolan Dalarna, Institutionen för språk, litteratur och lärande, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:du-37454.
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Language anxiety (LA) is “the worry and negative emotional reaction when learning and using a second language and is especially relevant in a classroom where self-expression takes place” (Gregersen & MacIntyre, 2014, p. 14). In the present study, particular attention is drawn to the development of students’ communicative competence and speaking proficiency in English-as-a-foreign-language (EFL) classrooms. The prevalence and effects of foreign language speaking anxiety (FLSA) were examined among Swedish EFL lower secondary school students, reporting the triggers of foreign language anxiety (FLA) and FLSA from the perspective of pupils and teachers. A mixed-methods approach was applied to collect data from pupils (N=273) where a self-report questionnaire, a modified version of the Foreign Language Classroom Anxiety Scale (FLCAS) operationalised originally by Horwitz, Horwitz, and Cope (1986) is administered, plus open-ended semi-structured interviews with open-ended and closed questions were conducted with pupils (N=67) and teachers (N=5). The participants were grouped into three categories: low, medium and high anxiety, based on their scores. The results showed that 26% of the participants were assigned as low anxious learners; 59% of the students experienced medium levels of FLSA and 15% of the pupils were highly anxious language learners. Interviews with pupils and teachers explored the effects and the sources of the FLA and FLSA on pupils’ oral and general English language proficiency (fear of negative evaluation (FNE), affective variables, grades, teachers, classmates, pronunciation, and classroom atmosphere), noting that some pupils reported that monologic genres such as long episodes of speaking, evaluation situations and giving an oral presentation present the most anxiety-provoking contexts in EFL lessons.
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Kalnberzina, Vita. "The interaction between affect and meta-cognition in language use : the case of foreign language anxiety." Thesis, Lancaster University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404260.
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Pappamihiel, Nancy Eleni. "The development of an English language anxiety assessment instrument for Mexican middle school English language learners /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Landström, Philip. "Foreign language anxiety among Chinese senior middle schoolstudents : A case study." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36983.
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Anyone who has been learning a new language knows the feeling of anxiety when facedwith the task to use it in the classroom and in real life. Foreign Language Anxiety isconcept developed by Horwitz et al. (1986) to describe and measure this specific form ofanxiety. In this study, the anxiety levels of a class of Chinese senior middle schoolstudents taking an English class have been measured. The levels were measuredaccording to the Foreign Language Anxiety Scale, developed by Horwitz et al. (1986). 59informants participated in the study. The data were analysed to find which factors invokethe most anxiety. To gather qualitative data and gain further insight, two sets of groupinterviews were performed. The results show that a majority of the students suffer fromanxiety in class. Teacher-generated anxiety seems to be the most provoking factoraccording to the analysis.Alla som har studerat ett främmande språk känner igen den ängslan man upplever närspråket ska användas i klassrummet eller i en autentisk situation. Språkängslan införfrämmande språk är ett begrepp som utvecklats av Horwitz et al. (1986) för att beskrivaoch mäta den här specifika formen av ängslan. I den här studien har nivån av ängslan ien kinesisk högstadieklass som studerar engelska mätts. Nivån har mätts i enlighet medskalan för språkängslan i samband med undervisning i främmande språk (författarensöversättning) utvecklad av Horwitz et al. (1986). 59 informanter deltog i studien. Datananalyserades för att se vilka faktorer som framkallar mest ängslan. För att samlakvalitativ data och få djupare insyn genomfördes också två gruppintervjuer. Resultatetvisar att en majoritet av studenterna lider av ängslan i klassrummet. Lärargenereradängslan är den mest bidragande faktorn enligt analysen.
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Siridetkoon, Pitchayapa. "Motivation, anxiety and international posture of multiple language learners in Thailand." Thesis, Birkbeck (University of London), 2015. http://bbktheses.da.ulcc.ac.uk/157/.
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This study explored motivation of Thai students who simultaneously studied English and additional L3s (Chinese, Japanese and Korean) in language specialist majors and in English-medium business majors in a Thai university, using Dörnyei’s (2005, 2009) L2 motivational self system and Ushioda’s (2009) person-in-context relational system. Foreign Language Anxiety (FLA) and International Posture (IP) are also investigated in order to find the dynamic interplay between these closely linked variables. The study consists of three parts: 1) a quantitative cross-sectional study with students from year 1to year 4 (N = 356), 2) retrospective interview of 14 students who were studying different languages, and 3) longitudinal case studies of five students over three years. It sheds light on the topic of motivations of multiple language learners across languages and in different learning environments. The findings show that while the increasing importance of English threatened learners’ motivation to study other foreign languages as found in previous research (e.g., Dörnyei et al., 2002, 2006; Henry 2010, 2012), the predominance of English also encourages students to study other languages. International posture was found to link to motivation to learn foreign languages other than English, while FLA does not correlate to IP at all. For both language specialist and English-medium business students, their motivation was mainly generated by immediate need and future use of that particular language.
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Sell, Jared Benjamin. "Taking the "Foreign" Out of the Foreign Language Classroom Anxiety Scale." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6876.
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Anxiety in the language classroom is an important issue because it affects student performance (Woodrow, 2006). The majority of research conducted has focused on anxiety or apprehension that language learners experience in a foreign language classroom, including students learning English as a foreign language (EFL) context. Only a few studies have been done, however, that address the needs of learners experiencing anxiety in an ESL setting. Data were gathered from 179 students attending a university sponsored intensive English program using a modified version of the Foreign Language Classroom Anxiety Scale (FLCAS) (Horwitz, Horwitz & Cope, 1986) and focus groups. Initial scores on the FLCAS were obtained via student survey responses. In addition to the survey results, students also identified additional factors affecting their anxiety in the ESL classrooms in the areas of student beliefs (Price, 1991) and communication with peers. Furthermore, statistically significant results were found when comparing the students' first language (L1) with the survey results. Different types and levels of anxiety were shown to occur for Spanish and Portuguese students as well as Chinese, Korean, and Japanese students. The data gathered from the focus groups and open-ended questions provided clarity too to the overall scores obtained on the FLCAS.
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Al-Saraj, Taghreed Mohammed. "Exploring foreign language anxiety in Saudi Arabia : a study of female English as foreign language college students." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10020618/.
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The goal of the research presented in this thesis is to increase understanding of the experiences (e.g., affective experience, challenges) of female Saudi Arabian students learning a foreign language. To better understand why some language learners have more difficulty acquiring a target language, there has been an increase in research into relationships between foreign language acquisition and affective variables (see Gardner, 1997). However, the vast majority of previous research has been conducted in the West, leaving a gap in understanding other perspectives. The present research uses a case study design, drawing on multiple sources of information to inform an understanding of female students' experience in a private college's English as a Foreign Language (EFL) program. A combination of factors — the importance of learning English, changes in the educational system, and conservative culture — create a unique environment for researching anxiety related to studying EFL. To gain insight into the learners' perspectives, questionnaires, individual and group interviews, and informal classroom observations were used. Ten participants, five from the beginning level (Level 1) and five from a more advanced level (Level 3) of the college English program, were examined. Each participant's experiences are discussed individually, then compared and analysed in the context of existing research literature. All case study participants indicated that they experienced anxiety through responses to a questionnaire, discussion in interviews, and observed behaviours (e.g., avoiding in-class participation). Although some factors, such as teacher-student interactions and teacher behaviour, appeared nearly universally anxiety-provoking among all participants, others factors varied between participants in Levels 1 and 3. These differences and similarities are examined. Finally, implications and limitations, along with suggested recommendations for EFL teachers and policy makers in Saudi Arabia, are discussed.
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Charle, Poza María Isabel. "The effects of asynchronous computer voice conferencing on learners' anxiety when speaking a foreign language." Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=4007.
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Thesis (Ed. D.)--West Virginia University, 2005.Title from document title page. Document formatted into pages; contains xi, 129 p. : ill. Includes abstract. Includes bibliographical references (p. 97-105).
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Petersén, Tuva. "The relationships between foreignlanguage anxiety, motivation, andachievement in an EFL context." Thesis, Malmö universitet, Malmö högskola, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40396.
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This study investigates the relationships between foreign language anxiety (FLA), motivation and achievement in EFL-learners in secondary and tertiary education. Research previous to 2009 generally reaches the conclusion that learners with more motivation have less FLA and higher achievement, and learners with more FLA have lower motivation and achievement. The present study synthesises eight studies from late 2009 to 2020, and it was found that although six studies are generally in accordance with the earlier research, they disagreed with one another concerning what motivational and FLA subscales were most related. Some differences in the conclusions of the studies are theorised to be due to the different motivational constructs the studies focused on. All studies also failed to show a cause-and-effect relationship between any of the variables or agree on the extent to which they were related. This suggested the advantage of looking at the variables as part of a dynamic system, in which all the variables affect one another, and the relationships are constantly changing. Further research was suggested in the area of FLA to identify its factors and which learners suffer from it.
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Muskett, Ashley Elizabeth. "Feasibility of Anxiety Assessment for Children with Minimally-Verbal Autism." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/99101.
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While it is estimated that 30% of the total Autism Spectrum Disorder (ASD) population acquire very little or no language (Davis et al., 2011), few studies look at ASD treatment from a mental or emotional health perspective for this minimally verbal (MV) population (Tager-Flusberg and Kasari, 2013). It is well documented that there is a need for anxiety assessment and treatment for children with ASD (White, Oswald, Ollendick and Scahill, 2009). This study examined the feasibility of implementing an observational anxiety assessment and concurrent physiological data collection for children with MV-ASD. It was hypothesized that this measure would demonstrate adequate demand, acceptability, and feasibility to merit further study of the measure. Participants consisted of 12 children with MV-ASD and one parent. Each family visited the clinic for one three-hour visit during which the parent completed several questionnaires to assess the child's eligibility for the study as well as their current functioning. Children completed several clinician-administered assessments and observations. The results of this study suggest that this observational assessment protocol is acceptable and practical per parents self-report and the amount of children able to complete the study protocol, but there may not be enough demand for such a measure based on the number of interested participants. Additionally, the concurrent collection of physiological data was not practical in the current sample due to many children scoring too high on a measure of tactile sensitivity to attempt this data collection. Future studies should more carefully assess demand for this kind of assessment, as well as collect more data on the psychometric properties of such as measure.Doctor of Philosophy
Many children with Autism Spectrum Disorder or ASD, also experience a lot of anxiety or even an anxiety disorder. Unfortunately, many children with ASD also have a lot of difficulty learning to talk. When children with ASD can't speak to tell people how they are feeling it can make the diagnosis of anxiety really difficult. This project sought to use physical signs such as heart rate in combination with observing behaviors related to anxiety to see if we could better measure anxiety in children with ASD who can't talk. This was a feasibility study meaning that the goal of this project was just to see if the anxiety assessment process was possible and practical for these children to complete. 12 children with ASD and one of their parents participated in the study. They came to the clinic for three hours and completed some anxiety measures given by a clinician and some questionnaires. Our results suggested that some aspects of the anxiety assessment process are possible and helpful, such as the number of children who were able to complete the assessment process, but others aspects need more work before they are helpful, such as the collection of heart rate.
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Cherry, Leigh A. "Language Anxiety Among Heritage Speakers of Spanish on the Texas-Mexico Border." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2669.
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There is an increased need for bilingual education programs throughout the U.S. as a result of the increasing bilingual population, especially Spanish-English bilinguals. With the implementation of such programs there also exists the need to be aware of issues that affect bilinguals and their language learning experience. One of these issues that has been investigated among foreign language learners, but less among bilinguals, is the issue of language anxiety. This case study reports the findings gathered from classroom observations, a language survey, focus group interviews and teacher interviews in order to better understand the issue of language anxiety among heritage language learners on the border. The information gathered from student and teacher participants at a high school in South Texas describes students' language background and attitudes toward language learning as well as teachers' background, beliefs about language teaching. Results include responses from both students and teachers in reference to what creates language anxiety and what can be done in the classroom to mitigate its effects. Results indicate that language anxiety is not the issue of greatest concern, although some lower proficient bilinguals experience it. Rather, it was found that poor classroom management has the ability to affect nearly every other aspect of a language class, directly affecting language expectations, language use, classroom routine, attitudes, and even the level of language anxiety. Due to poor classroom management, a very low expectation has been set for these students and as a result, there is also a low percentage of students who experience language anxiety. Recommendations for improving bilingual language classes come from students' comments during focus group interviews.
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Mitchell, James Donald. "Foreign Language Anxiety, Sexuality, and Gender: Lived Experiences of Four LGBTQ+ Students." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4336.
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The relationship between foreign language anxiety and gender identity has been largely a quantitative endeavor that has shown contradictory results. Furthermore, sexual identity has not been researched in foreign language anxiety literature. A qualitative account of LGBTQ+ language learners with different gender identities has been absent from the literature. Therefore, the purpose of this study was to explore the relationship between foreign language anxiety and sexual and gender identity. To gain insight into this relationship, this qualitative study investigated the lived experiences of four LGBTQ+ foreign language university students who represented three gender identities. Data were collected through multiple, in-depth interviews, observations, the Foreign Language Classroom Anxiety Scale (FLCAS, Horwitz et al., 1986), and a questionnaire. The four participants were further situated through the results of the FLCAS, which was distributed to the research site and garnered 141 responses. Presentation of the data includes portraits of two of the participants and a cross-case analysis of the four participants. The portraits provided rich, thick descriptions of the educational and historical backgrounds of the two learners as well as themes related to their individual anxiety levels. The cross-case analysis found that foreign language anxiety across participants related to invalidated identity, privileged identities, context, and trait anxiety. These themes largely caused participants to experience communication apprehension, possible cognitive interference, avoidance behavior, and a lack of willingness to communicate. This study offers pedagogical implications and suggestions for further research. The data show that language teachers need to be aware of the pervasive nature of foreign language anxiety and how the identities of LGBTQ+ students can play into foreign language anxiety. Furthermore, teachers need to affirm the identities of their students.
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Liu, Meihua. "Reticence, anxiety and performance of Chinese university students in oral English lessons and tests." online access from Digital Dissertation Consortium, 2005. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3203174.
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Phillips, Lowana. "A study of the impact of foreign language anxiety on tertiary students' oral performance." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31649579.
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Ozturk, Gokhan. "Foreign Language Speaking Anxiety And Learner Motivation: A Case Study At A Turkish State University." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12613989/index.pdf.
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This study aimed to identify the relationship between foreign language speaking anxiety and foreign language learning motivation. In addition to this, the motivational level of learners, the effect of gender on this motivational level and the relationship between motivational orientations were examined. Besides, the level of foreign language speaking anxiety that the students experience, the effect of gender on this anxiety and the relationship between foreign language speaking anxiety and students&rsquomotivational level were also investigated. Finally, foreign language speaking anxiety was studied in detail via face to face interviews. Participants of the study included 383 pre-intermediate students at Afyon Kocatepe University English preparatory program. The data were collected via two questionnaires administered to these participants and 19 participants were interviewed to get in-depth data on speaking anxiety. The quantitative data were analyzed through descriptive and inferential statistics. The content analysis was used to analyze the qualitative data. The results of the quantitative data revealed that students had a moderate level of foreign language learning motivation, female students were more motivated than males and motivational orientations were positively correlated on a moderate level. It was also found that students at AKU experienced a low level of foreign language speaking anxiety and female students got more anxious than males while speaking English in classroom atmosphere. Besides, foreign language speaking anxiety and foreign language learning motivation were found to be negatively correlated on a moderate level. Quantitative data of the study demonstrated that foreign language speaking anxiety is a separate phenomenon with its own sources, aspects, variables and effects on learners.
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Smith, Leann. "Writing anxiety and the adult student : causes, effects, and solutions /." View online, 1997. http://repository.eiu.edu/theses/docs/32211130738314.pdf.
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Yan, Xiu. "An examination of foreign language classroom anxiety its sources and effects in a college English program in China /." online access from Digital dissertation consortium, 1998. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?9838168.
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Liu, Yu-Hsiu. "Syntactic Differences and Foreign Language Reading Anxiety: An Investigation of Taiwanese University Students." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1321910312.
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Phillips, Lowana. "A study of the impact of foreign language anxiety on tertiarystudents' oral performance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31649579.
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Tantihachai, Kittima. "Foreign language anxiety in listening and speaking English in a Thai EFL classroom." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/28822.
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This current research study is an exploratory study which has the aim to investigate language anxiety experienced by students majoring in English for International Communication (EIC) at the college in a university in the southern part of Thailand. This study adopted an interpretive methodology that used a sequential mixed methods approach for data collection. There were 42 students participating in the quantitative study whilst 6 students in qualitative study. The data, both quantitative and qualitative, were collected through questionnaire, diary and semi-structured interview. Data were analysed quantitatively using SPSS descriptive statistics and Factor Analysis while the thematic analysis was used as qualitative method. The findings revealed that all participants experienced language anxiety in class. Their sources of anxiety mostly were from the students themselves. Diary writing activity—one of the research instruments—had a very positive effect as it enabled students to deal with their anxiety and improved the situation.
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Tum, Danyal Oztas. "A study of non-native student teachers' feelings of foreign language teacher anxiety." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10020017/.
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Researchers and teachers have long been interested in the relationship between foreign language anxiety and second language learning and have generally agreed on the negative relationship between the two. Over the last few decades, a considerable amount of research has been dedicated to examining second language learners' experiences with foreign language anxiety. However, it appears it has been forgotten that non-native student teachers are also, in essence, language learners themselves, although of a higher level of target language proficiency. Thus, affective variables such as language anxiety which have been documented to play an important role in the experiences of language learners are also relevant to the experiences of non-native student teachers. However, a review of the literature reveals that very little is known about non-native student teachers' feelings of language anxiety. This thesis argues that non-native student teachers are just as susceptible to feelings of language anxiety as are inexperienced language learners — a claim which carries important implications for not only the EFL classroom, but also non-native student teacher education. To investigate non-native student teachers' feelings of language anxiety, extensive interviews were conducted with four non-native EFL student teachers approaching the end of their second language teacher education program to investigate the potential sources and effects of such feelings. The analysis of the interview data indicates that the language anxiety experienced by these four non-native student teachers adversely affects their performance in the target language and also how they intend to teach the target language in their future classrooms. Based on the findings, the thesis also proposes steps towards helping non-native student teachers cope with, and hopefully eventually overcome their feelings of language anxiety.
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Robinson, Karen Josephine. "The social well-being of children with specific language impairment." Thesis, University of Exeter, 2012. http://hdl.handle.net/10871/8862.
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Specific language impairment (SLI) describes a form of language acquisition difficulty that is not secondary to other developmental conditions. Researchers have identified a number of social and emotional difficulties in children and young people with SLI. However, less is known about the influences upon these difficulties, particularly at times of major change. This longitudinal study therefore examines the social well-being of children with receptive SLI during their transition from primary to secondary schooling. It focuses on peer social position and social anxiety and considers whether the severity of receptive language impairment, along with other factors, has particular importance for these markers. The markers are explored in terms of their definition, interrelationship and the degree to which they present singularly in children with SLI. The study uses a mixed method design to address six related research questions. The quantitative results showed that the participants with SLI had higher social anxiety than typical comparisons at both Time 1 and Time 2, but lower self-rated social acceptance at Time 2 only. However, teachers at Time 1 rated their social acceptance lower than they rated typical comparisons. There were no significant changes in self-rated measures from Time 1 to Time 2. A moderately strong and longitudinally robust association was found between social acceptance and social anxiety and between social acceptance and verbal/non-verbal discrepancy. Furthermore, social acceptance predicted social anxiety. The qualitative findings indicated that a number of factors singly and ecologically influenced the social well-being of children with SLI following secondary transition. Of these, receptive language level, pragmatic development and parental support were found to be particularly important. There was considerable variation in levels of social well-being, but they were generally lower than in a group of children with specific learning difficulties (SpLD). Overall, the study suggested that some children with SLI face greater social challenges than their peers at this life stage. However, secondary transition did not invariably result in greater difficulties. The study raised questions about policy, provision and practice in relation to children with SLI and identified areas for future research. Key words: specific language impairment (SLI); special educational needs (SEN); specific learning difficulties (SpLD); peer social position; social anxiety; ecological relationships
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Ito, Noriko. "Exploring the Nature of Language Anxiety: Experiences of NonNative EnglishSpeaking College Students in the United States." ScholarWorks@UNO, 2008. http://scholarworks.uno.edu/td/821.
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The thought of learning another language makes some people cringe, while others display neutral to positive reactions. To understand the complex experiences of students learning a new language, this study investigated the affective psychological development encompassing language anxiety (LA) among nonnative Englishspeaking college students in the United States (US). The purpose of this study was to identify LA, while keeping in mind that some of the LA experiences may be moderate to none, and to explore the nature of this phenomenon. Ten university students from nine different countries were interviewed concerning their experiences learning and functioning in English in the US. While only a few studies have reviewed the nature of LA encompassing the possible existence of facilitating LA, this study investigated both the positive and negative effects of anxiety on second language learning. The answer to the research question, "How do college students in the US whose native languages are not English experience LA" was pursued by using qualitative analyses. The results indicated a new construct of LA, identity frustration, and its relationships to the other LA constructs already specified in the literature. The study also suggested the timing when students cease to translate between the two languages to be the point where they experience a lower level of LA. In addition, four other themes emerged. They are culturerelated LA; the recursive nature of LA; relationships among selfexpectation, selfconfidence, and LA; and facilitating LA, termed euphoric language tension.
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Lau, Foon Kwan. "A study of language anxiety and motivational intensity in learning English as a second language in Hong Kong secondary school." HKBU Institutional Repository, 2004. http://repository.hkbu.edu.hk/etd_ra/555.
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Landström, Philip. "Foreign language anxiety among Swedish lower and upper secondary school students : A case study." Thesis, Karlstads universitet, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-47879.
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In classrooms all over the world, there are students who fear the attention of both teachers and peers alike. Anxiety is a cause for such fears and in foreign language classrooms it can be prevalent. Foreign language anxiety (FLA) is a concept developed by Horwitz et al (1986) to describe the unique anxiety that arises in a foreign language learning situation. Anxious students are less prone to use their target language and feel less motivated in their language studies, both of which have a negative effect on their learning. The aim of this study was to measure and compare anxiety levels among Swedish lower and upper secondary school students, identify major sources of anxiety and gain understanding of individuals’ perception of foreign language anxiety. 49 subjects from two classes participated in the study. Their anxiety was measured with the foreign language classroom anxiety scale (FLCAS) developed by Horwitz et al (1986). Interviews were used to gain insight into the subjects’ perception of foreign language anxiety. The results showed that a majority of the subjects were anxious and that students in the lower secondary school class were more anxious than the upper secondary school class. The identified major sources of anxiety were teacher-induced anxiety, fear of negative evaluation and general anxiety.I klassrum över hela världen finns det elever som är rädda för både lärarens och sina klasskamraters uppmärksamhet. Nervositet är en orsak till en sådan rädsla och kan vara vanligt i främmandespråkklassrum. Språkängslan inför främmande språk är ett begrepp utvecklat av Horwitz m. fl. (1986) för att beskriva den unika nervositet som uppstår vid lärande av främmande språk. Nervösa elever är mindre benägna att använda språket de lär sig och känner sig mindre motiverade att lära sig och båda sakerna har en negativ effekt på deras inlärning. Syftet med studien var att mäta och jämföra nervositetsnivåer bland svenska högstadie- och gymnasieelever, identifiera de största källorna till nervositet och få förståelse för elevers uppfattning av nervositet. 49 elever från två klasser deltog i studien. Deras nervositet mättes med skalan för språknervositet i samband med undervisning i främmande språk, utvecklad av Horwitz m fl (1986). Intervjuer användes för att få insikt i deltagarnas uppfattning om språknervositet inför främmande språk. Resultatet visade att en majoritet av deltagarna led av språknervositet och att högstadieeleverna i högre grad var nervösa än gymnasieeleverna. De största källorna till nervositet som identifierades var lärarorsakad nervositet, rädsla för negativt omdöme och generell nervositet.
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Bergquist, Simon. "Dealing with foreign language anxiety A study of how English teachers in Sweden help students overcome anxiety in oral presentations in secondary school." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-84202.
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In this study, I investigate how foreign language anxiety affects students’ performance during oral presentations. The study also explores how secondary school teachers in Sweden work with anxious students before, during and after an oral presentation and what approaches and exercises they find effective to use when doing so. Foreign language anxiety is a relatively new subject within language education and impacts language learning in various, mostly negative, ways. The data is collected from interviews with secondary school teachers in Sweden. The result show how these teachers identify FLA and what effects they believe it has on their students. The result also gives insight into how the teachers approach all three stages of an oral presentation to reduce symptoms that lead to increased anxiety. The study concludes by comparing the teachers’ choices to theories within language teaching to establish a pattern of what strategies are effective when dealing with FLA. In this study, I highlight the benefits of using oral presentations based on research and why every student should be given help to overcome their anxiety, so that they are prepared to use their English in high-pressure situations, such as during an oral presentation.
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Tsiriotakis, Ioanna K. "Writing Difficulties and Feelings of Anxiety during the Acquisition of English as a Foreign Language." Thesis, University of Crete (Greece), 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10857326.
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The aim of this study was to investigate the effectiveness of explicit, structured strategybased procedural facilitation in writing, fostering cognitive apprenticeship and selfregulation strategies, (Bereiter, and Scardamalia, 1987, Spantidakis, 2010) along with its effects on the anxiety levels of fifth and sixth grade English language learners studying at a mainstream primary school in Chania, Crete, Greece. Specifically, the current study examined whether structured instruction in writing and self-regulation strategies, guided by strategy-based procedural facilitation in writing, would result in the improvement of students' writing quality, metacognitive knowledge, metacognitive skills, and metacognitive behavior as well as whether there would be a reduction in the students' anxiety levels. The participants consisted of one hundred and seventy seven (177) grade five (5), and six (6) primary school students. One hundred (100) students were part of the control group and seventy-seven (77) were part of the research group. The subjects were identified as below average, average, and above average writers and were randomly assigned into two treatment groups; the experimental group was provided with strategybased procedural facilitation for two writing genres: story writing, and expository essay, and the control group that did not receive any writing instruction whatsoever, apart from the guidelines outlined by the Greek Ministry of Education. Participants' first language (L1) writing samples were also collected on both story writing and expository essays from the control and the experimental group, so as to investigate possible transfer of strategies from L2 to L1. The data collection included (a) pre and post-test foreign language writing samples on both story writing and expository essay; (b) semi-structured individual interviews; (c) participant observation; (d) anxiety questionnaires; (e) writing samples on first language (L1). Statistical important differences in scores between pretest and post-test indicated that students' writing products improved in terms of overall writing quality; students' metacognitive knowledge, metacognitive skills and in turn metacognitive behavior was enhanced, while feelings of anxiety lessened.
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Cakmakci, Asena. "Mental Contrasting with Implementation Intentions to Lower Test Anxiety." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/9156.
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Learning a language can induce anxiety among students. In addition, students can feel anxious when it comes to being tested on their language skills. Studies of goal attainment among health patients, students, and others have shown that self regulation through the model of Mental Contrasting with Implementation Intentions (MCII) can help participants reach their goals. In the current study, we sought to determine whether MCII could help learners better cope with anxiety when being orally examined in a second language. Specifically, we examined whether practicing MCII would lead to reductions in language test taking anxiety over time. We compared the levels of test anxiety in students before and after a six-week period where one group was taught MCII and another was not. MCII participants were instructed on MCII in weekly sessions and encouraged to apply it in testing and other situations in their daily lives. Both the MCII group and the control group were given speaking tests at the beginning and end of the six weeks, and anxiety levels were tested at each of these speaking tests. Anxiety was measured using two methods: a self-assessment, the Foreign Language Anxiety Scale, and a physiological measure of anxiety, saliva cortisol level. All students were interviewed by a trained speaking rater, and their cortisol levels were tested before and after the testing experiences at the beginning and end of the study period. We compared anxiety levels for the treatment (MCII) and control groups. Results showed that cortisol levels among treatment and control groups did not have a significant difference. However, the experiment group that had received MCII treatment reported lower levels of anxiety than the control. This suggests that MCII can lower the level of test anxiety perceived by students.
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Chan, Chi Hang Cusson. "A comparative study of the language learning anxiety and occupational aspiration of high proficiency students and low proficiency students studying at the Institute of Vocational Education (IVE)." HKBU Institutional Repository, 2002. http://repository.hkbu.edu.hk/etd_ra/375.
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Young, Ka-yi Deon. "Anxiety and language learning voices from primary six students in a primary school in Hong Kong /." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38762870.
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Fung, K. W. "A study of the effect of anxiety in a drama-oriented second language classroom." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31681967.
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Coulombe, Diane. "Anxiety and beliefs of French-as-a-second-language learners at the university level." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0022/NQ52237.pdf.
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Chen, Yen-Ju. "Foreign language listening comprehension anxiety and anxiety management strategies." Thesis, 2014. http://hdl.handle.net/2152/28540.
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By reviewing previous studies, this report aims to explore foreign language listening anxiety and provide a description of anxiety management strategies. There are three parts in the literature review: First, the report discusses the definition and process of listening comprehension; second, it investigates the concept and components of foreign language anxiety and its measurement and impact; finally, the literature review focuses on the importance of foreign language listening comprehension anxiety, and lists its possible sources and influences. In the pedagogical implication portion, this report lists nine listening anxiety reducing strategies developed from the findings in the literature review. By incorporating these strategies into language learning, learners can alleviate the negative influence from foreign language listening anxiety.text