scholarly journals On the Relationship between Persian EFL Teacher’s Discourse and Language Learning Anxiety

2017 ◽  
Vol 3 ◽  
pp. 40-47
Author(s):  
Mehrnoosh Eslami ◽  
Fatemeh Rakhshandehroo ◽  
Mohammad Ali Izadpanah
Keyword(s):  
Language Learning ◽  
Language Use ◽  
Structured Interviews ◽  
Audio Recording ◽  
Learning Anxiety ◽  
Immersion Education ◽  
Immersion Programs ◽  
Language Learning Anxiety ◽  
Video And Audio ◽  
The Relationship

The present study was an attempt to investigate Persian EFL teacher’s discourse and its relation to learners’ language learning anxiety. It was carried out in a bilingual elementary school and a language institute. The participants included students between the ages of 9 to 15 who studied English at least for three years in Shiraz, Iran. Data was gathered through a forty-minute audio-recording lesson during regularly scheduled class time and semi-structured interviews. The result indicated that there is a significant relationship between teacher’s discourse and learners’ anxiety. Moreover, the teachers’ discourse in immersion education was found to be more significant than the ones in non-immersion programs. The obtained result of this study is to familiarize teachers with the importance of appropriate language use in EFL classroom and how such language use in the classroom can be improved through video and audio recording of their lessons.

scholarly journals The relationship between students’ second language learning anxiety and language proficiency

10.32698/0141 ◽  
2018 ◽  
Vol 1 (2) ◽  
pp. 50
Author(s):  
Asnadia Binti Alias ◽  
Nur Atikah Binti Noor Rashid
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Test Anxiety ◽  
Language Proficiency ◽  
Second Language Learning ◽  
English Language ◽  
Learning Anxiety ◽  
Language Learning Anxiety ◽  
Spearman Test ◽  
The Relationship

Students in Malaysian Polytechnics must enrol in a second language course as one of the compulsory courses offered by the institution. There is no placement test for polytechnics students to enrol in English language class. Therefore, students with different level of proficiency are mixed together in a classroom to learn English language. Consequently, students encountered difficulties in learning the second language due to feeling of anxiety. Hence, the aim of this study was to determine the correlation between students’ language learning anxiety and their language proficiency. This study involved of 96 semester three students from Civil Engineering Department, Politeknik Sultan Mizan Zainal Abidin which have been chosen randomly. A 33 item questionnaire of Foreign Language Classroom Anxiety Scale (FLCAS) was analysed using SPSS 22. The study revealed that the students experienced moderate level of language learning anxiety. Correlations – Spearman Test was used to determine the relationship between students’ second language learning anxiety and language proficiency. Three types of anxiety was tested which are Test Anxiety, Communication Apprehension and Fear of Negative Evaluation. Correlations – Spearman Test demonstrated that only Test Anxiety showed significant relationship with students’ language proficiency. Several implications have been discussed to offer suggestions to the lecturers in dealing with students learning anxiety. Lecturers should be careful in correcting students’ error to avoid students feel humiliated. This is because students tend to feel anxious whenever lecturers correct their mistakes in the classroom. A further research should be carried out by using two approaches; qualitative and quantitative and adds more variables such as attitude and motivation towards learning a second language.

scholarly journals Analyzing the Relationship of English Language Learning Anxiety and English Language Learning Strategy Use Among English Major Undergraduates in Shi Jiazhuang, China

2019 ◽  
Vol 10 ◽  
pp. 1569-1575
Author(s):  
Wang Fei
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Learning Strategy ◽  
Foreign Language Learning ◽  
Learning Anxiety ◽  
Language Learning Strategy ◽  
English Major ◽  
Language Learning Anxiety ◽  
The Relationship

The study investigated the general state of foreign language learning anxiety and the relationship between foreign language learning anxiety and foreign language learning strategy among English major college students in Shi Jiazhuang, China. The quantitative research method was adopted in this study. The instruments were Foreign Language Class Anxiety Scale and Strategy Inventory Language Learning. The subjects were 400 English major students from Shi Jiazhuang College. The results showed that there exists a negative relationship between foreign language learning anxiety and the use of foreign language learning strategy. According to the findings of this study, it is necessary to reduce learners’ foreign language learning anxiety so as to apply more types of foreign language learning strategies efficiently, especially for those foreign language learners with high-level learning anxiety. Some suggestions were put forward for pedagogical implications, which will make Chinese learners be more successful during the process for foreign language acquisition.

scholarly journals “Does English make you nervous?”

2015 ◽  
Vol 9 (2) ◽  
pp. 1-23 ◽  
Author(s):  
Amy Thompson ◽  
Liss Sylvén
Keyword(s):  
Language Learning ◽  
School Level ◽  
High School Level ◽  
Swedish Version ◽  
Learning Anxiety ◽  
Language Learning Anxiety ◽  
The Difference ◽  
And Gender ◽  
Relationship Of ◽  
The Relationship

This study aims to explore the relationship between Content and Language Integrated Learning (CLIL) vs. non-CLIL students and language learning anxiety. As part of a larger research project, this study is conducted at the high school level in Sweden and includes students enrolled in CLIL programs (N=109) and non-CLIL programs (N=68) at three different schools. While both CLIL and non-CLIL groups study English as a separate subject, the difference between the two groups is that part of the curriculum is taught through the medium of English in the CLIL programs. The participants completed the Swedish version of the Foreign Language Classroom Anxiety Scale (FLCAS) (Horwitz, Horwitz & Cope 1986), which is a measure of anxiety that has been used since its inception. First, the factor structure of the instrument was explored in order to ensure its applicability, and then analyses on CLIL status and gender were completed. An exploratory factor analysis and subsequently five 2 x 2 factorial ANOVAs were performed, illustrating the relationship of CLIL status and gender on language learning anxiety. Our study fills a gap in the research by providing baseline data for a longitudinal study of CLIL students in Sweden, thereby allowing the comparison of anxiety over time.

scholarly journals Sprachnormbezogene Akkommodation in der Hochschullehre

2020 ◽  
Vol 72 (1) ◽  
pp. 33-62
Author(s):  
Philip C. Vergeiner
Keyword(s):  
Foreign Language ◽  
Language Use ◽  
Group Membership ◽  
Language Attitudes ◽  
Tertiary Education ◽  
Sociocultural Context ◽  
Standard Variety ◽  
Structured Interviews ◽  
Rule Analysis ◽  
The Relationship

AbstractThis paper examines the relationship between accommodation processes and social norms in varietal choice within tertiary education in Austria. The investigation consists of (a) a content analysis of metalinguistic statements in semi-structured interviews and (b) a variable rule analysis of actual language variation in university lectures.The findings show that there are norms prescribing that listeners must have at least be able to comprehend a particular variety, whereas accommodation to actual language use does not appear to be required to the same extent. However, the norms depend strongly on group membership: while there is a norm prescribing the use of the standard variety in the presence of speakers of German as a foreign language, there is no such norm for Austrians vis-à-vis people from Germany, although speakers from both groups may lack the ability to understand the respective nonstandard varieties. This difference can be explained by the sociocultural context and differing language attitudes.

scholarly journals Foreign language learning anxiety: A comparison between high school and university students

2018 ◽  
Vol 15 (3) ◽  
pp. 1584
Author(s):  
Gökhan Baş ◽  
Mehmet Özcan
Keyword(s):  
High School ◽  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Educational Status ◽  
Monthly Income ◽  
Learning Anxiety ◽  
Anxiety Levels ◽  
Language Learning Anxiety

This research aimed to identify the differences in foreign language learning (FLL) anxiety levels between high school and university students based on some variables such as gender, current educational status, parents’ (father and mother) educational status, and monthly income of families.  The survey model was adopted in the research.  The research included high school (n = 333) and university (n = 341) students from Nigde and Afyonkarahisar provinces. In the research, “Foreign Language Learning Anxiety Scale” (FLLAS) was used in order to collect data. For the analyses of the data, independent samples t-test and one-way ANOVA were performed. The results of the research indicated that gender, fathers’ educational status and monthly income of family variables did not have a significant impact on foreign language anxiety levels of high school and university students. It was also found that students’ educational status as well as their mothers’ educational status variables influenced their FLL anxiety significantly.

An investigation into the relationship of foreign language learning motivation and sign language use among Deaf and hard of hearing Hungarians

2013 ◽  
Vol 51 (1) ◽  
pp. 1-22 ◽  
Author(s):  
Edit H. Kontra ◽  
Kata Csizér
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Sign Language ◽  
Hard Of Hearing ◽  
Language Use ◽  
Foreign Language Learning ◽  
Hearing Impaired ◽  
Learning Motivation ◽  
Language Learning Motivation ◽  
The Relationship

Abstract The aim of this study is to point out the relationship between foreign language learning motivation and sign language use among hearing impaired Hungarians. In the article we concentrate on two main issues: first, to what extent hearing impaired people are motivated to learn foreign languages in a European context; second, to what extent sign language use in the classroom as well as outside school shapes their level of motivation. The participants in our research were 331 Deaf and hard of hearing people from all over Hungary. The instrument of data collection was a standardized questionnaire. Our results support the notion that sign language use helps foreign language learning. Based on the findings, we can conclude that there is indeed no justification for further neglecting the needs of Deaf and hard of hearing people as foreign language learners and that their claim for equal opportunities in language learning is substantiated.

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