FOREIGN LANGUAGEE ANXIETY AND COMMUNICATION APPREHENSION IN A CLASSROOM SITUATION
Main Article Content
Abstract
Foreign language anxiety is a factor that can be found in any form of learning a foreign language. One of the main components of foreign language anxiety in a classroom situation is communication apprehension, a problem faced by everyone who needs to verbally produce a foreign language. Therefore, this paper analyzes the problems of foreign language anxiety and communication apprehension of the sixth grade students of elementary school. Data collected by questionnaire, a customized version of FLCAS – Foreign Language Classroom Anxiety Scale, are statistically analyzed in order to determine the levels of foreign language anxiety and communication apprehension among aforementioned students. In addition, the influence of attending additional classes of the English language was also analyzed, in order to determine if a more frequent exposure to foreign language influences the level of both types of language anxiety. The results showed that an insufficient exposure to the English language within a classroom, in the context of regular classes, is one of the causes of the foreign language anxiety and communication apprehension among sixth grade students of elementary school.
Downloads
Article Details
References
Foss, A. K. (1991). “A Relational Model for Managing Second Language Anxiety“, In Language Anxiety: From Theory and Research to Classroom Implications, ed. E. H. Young (Englewood Cliffs, NJ: Prentice Hall).
Goshi, M. (2005). “Foreign Language Classroom Anxiety: How Should The Classroom Teacher Deal With?“. Journal of The School of Marine Science and Technology 3 (2): 61–65.
Horwitz, E. K., Horwitz, M. B. and J. Cope (1986). “Foreign language classroom anxiety“. The Modern Language Journal 70: 125–132.
Horwitz, E. K. and D. J. Young (1991). Language Anxiety. From Theory and Research to Classroom Implications. New Jersey: Prentice Hall.
Khan, A. and R. Al-Mahrooqi (2015). “Foreign Language Communication Anxiety (FLCA) among Tertiary Level Omani EFL Learners“. The Asian EFL Journal 17 (1): 57–85.
McCroskey, J. C. (1978). “Validity of the PRCA as an index of oral communication apprehension“. Communication Monographs 45: 192–203.
Mihaljević Djigunović, J. (2002). Strah od stranog jezika. Zagreb: Naklada Ljevak.
Pérez-Paredes, P. and F. Martínez-Sánchez (2000–2001). “A Spanish version of the foreign language classroom anxiety scale: Revisiting Aida’s factor analysis“. Revista Española de Lingüística Aplicada RESLA 14: 337–352.
Richmond, V. and J. McCroskey (1998). Communication apprehension, avoidance, and effectiveness. MA: Allyn and Bacon.
Rodriguez, M. and O. Abreu (2003). “The stability of general foreign language classroom anxiety across English and French“. The Modern Language Journal 87 (3): 356–374.
Skehan, P. (1989). Individual differences in second language learning. London: Edward Arnold.
Spielberger, C. D. (1966). “Theory and research on anxiety“, In Anxiety and behaviour, ed. C. D. Spielberger (New York: Academic Press): 3–20.
Wheeless, L. R. (1975). “An Investigation of receiver apprehension and social context dimensions of communication apprehension“. Journal of Experimental Child Psychology 22: 302–308.
Young, D. (1986). “The relationship between anxiety and foreign language oral proficiency ratings“, In Language anxiety: From theory and research to classroom implications, ed. E. K. Young (Englewood Cliffs, NJ: Prentice-Hall): 57–63.