Dealing with the Learners’ Language Anxiety: A Pedagogical Inquiry

C. L. N. Reyes
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Abstract

This paper ought to revisit the place of language anxiety of learners in the context of second language acquisition. Specifically, the researcher dealt with its four components: communicative apprehension, fear of negative evaluation, test anxiety, and anxiety in the English classroom. These components have greatly impacted language learning based on the recent research conducted. Also, this paper untangled various findings coming from language experts to support the finding of the study. It is also worth noting that this paper would end with implications of the results generated from the responses of participants. They used a standardized research instrument adapted from Foreign Language Classroom Anxiety Scale (FLCAS) originally developed by Horwitz, Horwitz, and Cope (1986). The researcher used Statistical Packages for Social Sciences (SPSS) to treat the data. The findings were presented using the necessary tables and figures. It ended up with general implications and recommendations on how stakeholders could lessen the learners' high level of anxiety in a second language classroom.
应对学习者的语言焦虑:一种教学探究
本文应该重新审视学习者语言焦虑在二语习得中的地位。具体来说,研究者处理了它的四个组成部分:交际理解、对负面评价的恐惧、考试焦虑和英语课堂焦虑。根据最近的研究,这些因素对语言学习有很大的影响。此外,本文还梳理了来自语言专家的各种发现,以支持这项研究的发现。同样值得注意的是,本文将以参与者的回答所产生的结果的含义结束。他们使用了一种标准化的研究工具,该工具改编自Horwitz, Horwitz, and Cope(1986)最初开发的外语课堂焦虑量表(FLCAS)。研究者使用SPSS (Statistical Packages for Social Sciences)对数据进行处理。这些发现是用必要的表格和数字提出的。最后就利益相关者如何在第二语言课堂上减轻学习者的高度焦虑提出了一般性的影响和建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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