Exploring Foreign Language Communication Apprehension among the English Language University Students in the English Language Classroom Setting

2018 ◽  
Vol 5 (2) ◽  
pp. 27-39
Author(s):  
Draženka Molnar ◽  
Gabrijela Crnjak
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Communication Apprehension ◽  
Theoretical Background ◽  
General View ◽  
Total Level ◽  
Foreign Language Acquisition ◽  
The Social ◽  
Language Classroom ◽  
Language Communication

Abstract Over the past few decades the interest in communication apprehension has increased among researchers and teachers in the field of second/foreign language acquisition (SLA/FLA).The present paper is set between the macro perspective of the social-psychological period - by giving a general view of communication apprehension (CA) - and the situation-specific period - by taking into consideration the immediate educational context.The paper focuses on the phenomenon of communication apprehension among the Croatian university level students in a foreign language classroom setting.In particular, it investigates if there is a difference in the total level of communication apprehension between undergraduate and graduate students of English Language and Literature.Furthermore, it explores whether there is a relationship between different aspects of communication apprehension and the total level of communication apprehension and which background factor is the best predictor of communication apprehension among the students.The first part of the paper brings a theoretical background of the main concepts in this research, whereas the second part of the paper reports on the research itself.Two sets of instruments, questionnaires completed by the students and in-depth interviews conducted among the teachers, were used for the purpose of this study.The results show that the year of study is not a significant predictor of the communication apprehension level which students experience.Among all variables included in the analysis, the only significant predictors of communication apprehension are evaluations.

scholarly journals Sociolinguistic perspective on varieties of English: implications for teaching

2021 ◽  
pp. 161-169
Author(s):  
L. V. Andreiko ◽  
◽  
D. O. Medvedovska ◽  
Yu. A. Skarloupina ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Real Life ◽  
World Englishes ◽  
Language Varieties ◽  
The Social ◽  
Language Communication ◽  
The Uk ◽  
Received Pronunciation ◽  
Standard Language Ideology

The article explores the issue of language standardisation and sociolinguistic roots of varieties of English. It answers the question why some varieties of the English language become recognised as „standard” whereas other varieties are regarded as less prestigious or inferior and advocates the importance of sociolinguistic competence for teachers. Two models of language standardisation (the „popular” and the „expert” model) are critically discussed, providing a detailed explanation of the process of language standardisation and the formation of standard language ideology. The most frequently described variety of English in the UK, the Received Pronunciation, is described in greater detail, tracking down the reason why it has become recognised as the "standard" variety. A strong standard ideology with World Englishes and the current position of regional variations of English as its „deficient” or „fossilized” versions is discussed. The notions of language system and language use are considered in relation to the superiority or inferiority of different varieties. It has been shown that the social component is pivotal in understanding why certain varieties are regarded as less prestigious or inferior despite having equally rich and complex language systems. Such factors as stereotypes and ownership have an impact on their status too. The article proceeds to the discussion of implications of these sociolinguistic aspects for teaching. The importance of teachers' critical awareness of sociolinguistic realities is emphasised. Such benefits of raising students' awareness of varieties of English are presented: avoiding or reducing misunderstandings and misinterpretations in foreign language communication, recognising linguistic and cultural diversity, demonstrating relevance to real-life situations. Specific examples of practising language varieties are given.

scholarly journals English Oral Communication Apprehension in Students of Indonesian Maritime

2017 ◽  
Vol 7 (4) ◽  
pp. 158
Author(s):  
Nur Aeni ◽  
Baso Jabu ◽  
Muhammad Asfah Rahman ◽  
John Evar Strid
Keyword(s):  
Foreign Language ◽  
Public Speaking ◽  
Communication Apprehension ◽  
Oral Communication ◽  
First Year ◽  
Workplace Performance ◽  
First Year Students ◽  
Sound Communication ◽  
Language Classroom ◽  
English Speaking

Oral communication is essential for people’s workplace performance as well as for university students learning English. Speaking fluently is also crucial for maritime academy students prepared to work in industries abroad. Students need to believe in their ability to speak English. For this reason, sound communication skills are necessary for maritime students so they can compete with seafarer or sailor from other countries. The purpose of this research was to identify the level of oral communication apprehension of nautical students of Akademi Maritim Indonesia (Indonesian Maritime Academy) AIPI Makassar. The sample consisted of 10 first year students at nautical of AMI AIPI Makassar. Data was gathered through questionnaires adapted from Foreign Language Classroom Anxiety Class Scale (FLCAS). The findings indicated that students were generally apprehensive in EFL oral communication. The students showed the highest apprehension for public speaking. The level of nautical students’ apprehension based on observation and supported by the modified FLCAS were 20% in the low category, 60% in the moderate category, and 20% in the high category. Students in the high apprehension category showed more symptoms than students in the moderate and low apprehension categories. 

scholarly journals VOCABULARY MASTERY STRATEGIES USED BY INDONESIAN EXTENSIVE READING LEARNERS

Prominent ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. 1-18
Author(s):  
Listyani Listyani ◽  
Onie Pradina
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Education ◽  
Private University ◽  
Extensive Reading ◽  
English Language Education ◽  
Qualitative Research Design ◽  
Central Java ◽  
Social Strategy ◽  
The Social

Vocabulary mastery is a key aspect of foreign language leaning. Various methods can be used to improve vocabulary mastery. This present study was conducted to find out what strategies the learners of the Extensive Reading Course used in mastering the vocabulary in an English Language Education Program (ELEP) at a private university in Central Java, Indonesia, based on the Schmitt (2000) theory. The strategies discussed in this study are the determination, metacognitive, cognitive, memory and social strategy. In this study, a qualitative research design was applied to collect the data using questionnaire with open-ended questions. There were fifty-six participants of three Extensive Reading classes for this study. The result of the study showed that the determination strategy was the most preferable. Most of the participants used that strategy to enrich their vocabulary, while the social strategy was the least used. It was found that most of ER learners used determination strategies to mastery vocabulary.

The Use of Weblogs in Language Education

2009 ◽  
pp. 274-291 ◽  
Author(s):  
Thomas Raith
Keyword(s):  
Social Interaction ◽  
Foreign Language ◽  
Web 2.0 ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
Discourse Communities ◽  
The Social ◽  
Language Classroom ◽  
The Relationship

This chapter explores in how far Web 2.0, Weblogs in particular, has changed foreign language learning. It argues that Weblogs, along with Web 2.0, have created new genres for which users need new forms of literacy. A qualitative study on the relationship between the online audience of Web 2.0 and learners’ writing processes is presented and the findings are discussed. The study supports the assumption that learners are aware of the social interaction taking place through weblogs and that this awareness of audience influences the writing process. The author’s intention is to point out that Web 2.0 has created new communities of language practice and that foreign language learning is happening in these discourse communities through social interaction. The challenge in foreign language education is to integrate these communities of practice into the foreign language classroom.

Use of Interactive Training Methods in English Language Teaching

2016 ◽  
Vol 5 (4) ◽  
pp. 56-61
Author(s):  
Рольгайзер ◽  
Anastasiya Rolgayzer
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Interactive Methods ◽  
Training Methods ◽  
Teaching English ◽  
Interactive Training ◽  
Language Communication

In the article relevance of the use of interactive training methods in teaching English language is considered. The main interactive methods applied in foreign language communication teaching are analyzed, advantages of each method are emphasized.

The fate of linguistic innovations

2016 ◽  
Vol 2 (2) ◽  
pp. 302-322 ◽  
Author(s):  
Anna Rosen
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Social Factors ◽  
Speech Community ◽  
Foreign Language Acquisition ◽  
The Social ◽  
French Speaking ◽  
Linguistic Level ◽  
Corpus Data ◽  
Norman French

Drawing on spoken corpus data, this study traces the emergence and development of Norman French-influenced innovations in the nativised L2 variety of Jersey English and compares them to features in the speech of French-speaking learners of English. The comparison shows that such innovations do not differ from errors in a learner variety on a formal linguistic level and that they arguably result from the same processes as are present in foreign language acquisition, such as transfer or simplification. The paper therefore argues that innovations can only be identified reliably in retrospect, once they are more widely accepted in the speech community. It also points to the social factors that are crucial in shaping the use and probable fates of former innovations in Jersey English and suggests a typology of innovations according to their developments.

scholarly journals Improving the learning process using computer technologies in a foreign language communication

2018 ◽  
Author(s):  
Tatiana Panaiotovna Avanesova ◽  
Anna Viktorovna Popova ◽  
Lialia Kamil'evna Vychuzhanova ◽  
Lena Kamil'evna Gruzdeva ◽  
Dmitrii Iur'evich Gruzdev ◽  
...  
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Cognitive Linguistics ◽  
English Language ◽  
Professional Activity ◽  
University Professors ◽  
Language Communication ◽  
Radio Engineer ◽  
Engineer Analysis ◽  
Language Environment

The monograph presents materials on the following topics: the experimental formation of algorithms of professional activity of a military specialist in a foreign language environment; features of the implementation of educational functions in classical and distance learning methods; communicative competence of future bachelors of cultural science and subject-language integrated learning (on the example of the disciplines "Art History" and "English language"); foreign language as a component of professional training of ship radio engineer; analysis of the paradigm of cognitive linguistics; the use of thematic corpuses of texts when translating specialized discourse; expressiveness in the scientific and technical text; representation of linguistic personality in the field of maritime professional activity. The monograph is intended for researchers, university professors and students of psychological, pedagogical, methodical and linguistic specialties.

scholarly journals Shifting identities through switching codes: A close look at the social languages of pre-service English teachers in an Indonesian context

2017 ◽  
Vol 12 (2) ◽  
pp. 115-129
Author(s):  
Dwi Riyanti
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
English Teachers ◽  
Multiple Identities ◽  
The Social ◽  
Local Contexts ◽  
Shifting Identities ◽  
Multiple Languages ◽  
Pre Service Teacher

The globalization of English has undoubtedly brought shifts into how the English language is taught in classroom settings and how English teachers are prepared. In English as a foreign language (EFL) settings, for example, teaching and learning English is generally influenced by local contexts. Taking into account the sociocultural contexts of the learners and the teachers, identity construction becomes one important aspect in the process of English teaching and learning. Focusing on the microanalysis of social language uses, the study was aimed to understand how pre-service teachers of English as a foreign language in a multilingual setting, Indonesia, enact their identities through their language use in classroom settings. The data for this study was obtained from a classroom observation where an English pre-service teacher was performing peer teaching. The discourse analysis of the first thirteen minutes of a pre-service teacher's teaching demonstration indicates that multiple identities were enacted when the student teacher switched from one language to another. The pervasive use of code-switching in four different languages (Indonesian, English, Arabic, and Malay) provides clues that Mamas, a student teacher's pseudonym in the study was enacting different identities as he taught his peers. While further research is absolutely necessary to obtain more vivid pictures of the reasons behind using multiple languages in teaching English within this context, the study provides insight about how pre-service teachers in an Indonesian context try to develop identities as they learn to teach English.

scholarly journals The influences of lecturers on foreign language classroom anxiety

2017 ◽  
Vol 12 (1) ◽  
Author(s):  
Norliani Norliani ◽  
Wulida Makhtuna
Keyword(s):  
Foreign Language ◽  
Communication Apprehension ◽  
Negative Evaluation ◽  
Three Dimensions ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Strongly Agree ◽  
Academic Year ◽  
Classroom Anxiety

This study is to find out the influences of lecturers’ attitudes on foreign language classroom anxiety (FLCA) levels of students. The study has been carried out at the fifth semester students of English Departement of STKIP PGRI Banjarmsin academic year 2015/2016. The data have been collected by means of questionnaire and interview, designed to measure the FLCA levels. The aim of which is to obtain information about the effects of lecturers’ attitudes on students with different anxiety levels. FLCA tested on three dimensions, communication apprehension, fear of negative evaluation, and test anxiety. It was a five point likert’s scale questionnaire, ranging from strongly agree to strongly disagree. Strongly agree was coded by (5) and strongly disagree was coded by (1). The interview and questionnaire were translated into Bahasa Indonesia to make it easy for students to understand. The result of the study have revealed that, in  the  classroom the level of anxiety increases by the influence of lecturers.

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