Browsing by Subject "Foreign language anxiety"

Now showing 1 - 6 of 6

Construction of a Chinese as a foreign language (CFL) anxiety scale : towards a theoretical model of foreign language anxiety
(2011-05) Luo, Han; Horwitz, Elaine Kolker, 1950-; Garza, Thomas J.; Wen, Xiaohong; Whittaker, Tiffany A.
The main purpose of this study was to develop a reliable and valid Chinese as a Foreign Language (CFL) Anxiety Scale based on a sound theoretical model of CFL Anxiety. Furthermore, the study attempted to discuss the influence of background variables on CFL Anxiety and the relationships between CFL Anxiety and other learning variables such as motivation, self-perceived language achievement, etc.. A total of 428 students studying Chinese in two U.S. universities participated in the study. Based on the results of item analysis, the researcher retained 16 items in the final CFL Anxiety Scale. EFA performed on responses to the 16 items from the 245 participants at the southwestern university yielded three factors: CFL Speaking Anxiety, Listening Anxiety, and Reading & Writing Anxiety. These results provided evidence for the construct validity of the CFL Anxiety Scale. Correlation analyses between the 16- item CFL Anxiety Scale and other related measures showed that the CFL Anxiety Scale had high convergent, discriminant, and criterion-related validity. The internal consistency reliabilities of the final 16-item CFL Anxiety Scale and its three subscales (i.e., Speaking, Listening, and Reading & Writing Anxiety scales) performed on responses from the 428 participants yielded Cronbach’s Alphas of .898, .837, .802, .and 875. ANOVA and MAVOVA analyses revealed that heritage-learning status and proficiency level had significant effects on CFL Anxiety, CFL Speaking Anxiety, Listening Anxiety, and Reading & Writing Anxiety. Heritage learners with Chinese language background were significantly less anxious than heritage learners without Chinese language background and non-heritage learners. Advanced learners experienced significantly lower levels of CFL Anxiety than elementary and intermediate learners. In addition, seven variables: age, perception of difficulty of Chinese, motivation in learning Chinese, self-perceived language learning abilities, self-perceived achievement in the Chinese class, self-expectations in the Chinese class, and perception of importance of Chinese were found to be significantly correlated with CFL Anxiety, and altogether explained 33.2%, 20.5%, 14.8%, and 33.1% of variances in CFL Anxiety, Speaking Anxiety, Listening Anxiety, and Reading & Writing Anxiety respectively.
The effects of speaking anxiety on foreign language learning
(2009-12) Park, Sae Mee, 1985-; Horwitz, Elaine Kolker, 1950-; Palmer, Deborah K.
The purpose of this paper is to examine in depth and to synthesize the literature on foreign language anxiety, with specific focus on speaking anxiety. This paper reviews the development of the foreign language anxiety construct and extensive research on its relationship with other domains of second language acquisition, including specific language skills and language learning processes. Review of the literature has confirmed that foreign language anxiety plays a significant role in learners’ performance and achievement. However, there are still many areas that need further research and clarification. Variables such as individual differences still cloud the relationship between anxiety and achievement, thus suggesting that further research should be conducted in order to clarify the effects of foreign language anxiety and should strive to alleviate learners’ anxiety in the language classroom.
Foreign language anxiety and willingness to communicate in the ESL context : a study of intermediate- and advanced-level learners in two intensive English programs
(2007-12) Hardy, Jacques Wilburn; Horwitz, Elaine Kolker, 1950-
This study investigated the levels of and relationships between foreign language anxiety, willingness to communicate, and background variables among 44 intermediate and advanced-level adult ESL students enrolled in intensive English courses in Austin, Texas. Participants completed four surveys at the beginning of the Fall, 2007 instructional term. Descriptive analysis of the resulting data indicated relatively low levels of anxiety among the participants, although a small percentage exhibited moderate anxiety levels and nearly one quarter of them reported anxiety in certain classroom situations. The participants also reported generally low levels of willingness to communicate, especially with strangers and larger groups. Correlation analysis revealed that anxiety bore significant negative correlations with willingness to communicate, communication frequency, and self-perceived competence in both speaking and listening. Willingness to communicate correlated positively with frequency and self-perceived speaking competence. Participants who had been in the USA for over 6 months were slightly but significantly more anxious and less willing to speak English than newly arrived students. No other significant relationships were found between background variables and either anxiety or willingness to communicate in English.
Heritage speakers of Russian : intersectionality, identity, and language learning anxiety
(2019-05-17) Barrientos, Guadalupe Del Rosario; Garza, Thomas J.
This work discusses the notable contributions from the related fields of foreign language anxiety, heritage language learning, Russian heritage language, and heritage language anxiety studies in order to suggest manners of constructing a more complete and complex profile of Russian heritage language learners. While past research has contributed to the current understanding of heritage language learning and anxiety, there are bounds to be made in understanding the role of identity and anxiety in regard to heritage language learners of Russian, a perspective which is especially pertinent given the intricate linguistic landscape of modern Russia and surrounding countries which complicate ethnic, national, and racial affiliations. This report argues that a greater focus on Russian heritage language learning anxiety, with pointed and intentional consideration of identity and the multiplicity of cross-sections that impact an individual’s access (inhibited or unfettered) to their identified heritage language would substantially add to the presently crafted profile of a Russian heritage speaker
Identity and anxiety in teachers of Arabic and Hebrew : the native vs. nonnative speaker question
(2013-08) Caravita, Joanna Ruth; Raizen, Esther, 1951-
This study examines the beliefs of foreign language teachers regarding the relative positions of native and nonnative speakers in foreign and second language education. In particular, I am concerned with the idealization of the native speaker in this context and the foreign language anxiety that may occur in nonnative speaker language teachers if they internalize this idealization. I collected data from 29 college-level Arabic and Hebrew teachers using four methods: (1) a questionnaire on their background and beliefs regarding native and nonnative speaker language teachers, (2) a version of the Teacher Foreign Language Anxiety Scale (Horwitz, 2007), (3) a one-on-one interview, and (4) class observation. By and large, study participants believed that native speakers, because of their nativity, have reached higher levels of linguistic and cultural proficiency with relative ease, and as a result are more readily granted credibility as teachers of their native language. Participants believed that nonnative speakers are more empathetic and understanding of their students' problems because of their own experience and efforts as students of the language. With regard to foreign language anxiety, the main sources of anxiety among the nonnative speaker participants were the fear of making mistakes (and losing credibility as a result), of not having the authority to speak on cultural issues, of not being hired when competing with native speakers, and of addressing professional audiences. Native speakers feared that they cannot anticipate or understand as easily as nonnative speaker teachers the difficulties their students have in learning their language, because they cannot relate to their experiences in the same way. Neither group, however, reported feeling particularly anxious overall. I argue that anxiety was minimal for both groups because of specific steps that participants have taken to overcome the perceived disadvantages of their group and thereby bolster their confidence. Participants reported gaining confidence through some combination of the following factors: (1) gaining experience and education, (2) improving their linguistic and cultural proficiency, (3) presenting the persona of a credible language teacher through extra preparation and language choices, (4) receiving external validation, and (5) realizing that everyone can learn from and teach others.
A study of non-native teachers' and student teachers' feelings of foreign language teaching anxiety
(2010-05) Tum, Danyal Oztas; Horwitz, Elaine Kolker, 1950-; Hancock, Ian F.
The aim of this study is to: (1) examine whether non-native EFL teachers experience feelings of foreign language teaching anxiety; (2) investigate whether non-native EFL student teachers experience feelings of foreign language teaching anxiety; (3) examine how the participants’ feelings of foreign language teaching anxiety compared with other cultural groups in previous studies; and (4) examine how foreign language teaching anxiety affects foreign language classroom instruction. In total, 79 non-native EFL teachers and 131 non-native EFL student teachers participated in this study by completing a battery of questionnaires. The results indicated that both non-native EFL teachers and student teachers experience varying levels of foreign language teaching anxiety. However, foreign language teaching anxiety does not appear to have any effect on the foreign language teaching/learning activities the teachers or student teachers use in their classrooms.