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1

Zooming into the L2 Speech Fluency Markers of Anxious and Non-Anxious Advanced L2 Learners – an Extreme Case Sampling Report

100%

Szyszka M. , Lintunen P.

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nr 4

357-376

EN

The study examines selected temporal markers of L2 utterance fluency in the speech of advanced L2 learners who exhibit high (HLA) and low (LLA) language anxiety levels. Out of the pool of 59 participants, six HLA and six LLA individuals were selected for an in-depth analysis on the basis of their scores on the Foreign Language Classroom Anxiety Scale (the FLCAS) (Horwitz, Horwitz, & Cope, 1986). Speech samples from a monologue task were examined for selected L2 utterance fluency measures: filled (FP) and silent pause (SP) frequency, mean length of silent pause (MLSP), articulation rate (AR), speech rate (SR), and mean length of run (MLR). The results provided insights into the L2 speech fluency profiles of anxious and non-anxious individuals. The analysis disclosed relatively higher frequency and disparate application of FPs, slower speed of speech, and more varied profiles in MLR in the HLA group as compared to the LLA group. The findings yield pedagogical and methodological implications.

2

Foreign language anxiety and self-perceived English pronunciation competence

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Szyszka M.

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nr 2

283-300

EN

In foreign language learning a negative correlation has been reported be-tween language anxiety and both oral performance (Liu, 2006; Stephenson Wilson, 2006; Woodrow 2006) and self-perceived levels of speaking ability (Kitano, 2001; MacIntyre, Noels, & Clement, 1997; Piechurska-Kuciel, 2008). However, little is known about the relationship between language anxiety and the way students perceive their own competence regarding one of the integral components of oral performance – pronunciation. The present study is an attempt to investigate the link between foreign language anxiety and the self-perceived levels of pronunciation of 48 teacher training college students, who study English as a foreign language. A negative correlation, r = -.54 (p < .05), was found between the level of their language anxiety and self-perceived English pronunciation competence, indicating that more apprehensive teacher trainees perceived their pronunciation as poor, whereas those with lower levels of anxiety declared higher pronunciation competence. Moreover, statistically significant negative correlations were noted between the levels of anxiety and self-perceived competences of several suprasegmental aspects of pronunciation, such as word pronunciation, stress, weak forms, rhythm, linking, and assimilation. The teacher trainees who rated their competence of these suprasegmentals more highly experienced lower levels of foreign language anxiety. The perception of segmentals, however, appeared to be unconnected with the participants’ anxiety.

3

Réduction De L’anxiété De Production Orale

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Kalińska S.

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nr 19

129-147

EN

Research has consistently shown that anxious language students suffer significantly during oral activities and that anxiety has a negative impact on students’ attitudes toward language study. The purpose of this article is to help practitioners better understand some of the variables related to anxiety and oral skills and to offer teachers methods to lower the levels of stress in their classroom through the use of anxiety-management tools and activities that encourage authentic communication within a warm and supportive community of learners.

4

Searching for an English self through writing

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Karlsson L.

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nr 3

409-429

EN

Most Finnish university students, just like the other new global elites (Kramsch,2013), use English without problems. Some students, however, struggle withEnglish to the extent that their studies suffer. One could say that they have adeeply “wounded” English self (Karlsson, 2013). My context of research andpractice is the Autonomous Learning Modules (ALMS) at Helsinki UniversityLanguage Centre. In my work as a language counsellor and practitioner-researcher,pedagogical concerns are always primary, and there is a need to appreciatediversity yet notice every student’s unique experiences. The broadbackground of my recent work is English as part of the identity of young academicFinns. In particular, I have been interested in how students with a“wounded” English self can develop new identity positions, and in how a languagecounsellor can help them in this process. In this paper, my focus is on thesubtle practical interconnections between learner autonomy, learner diversity,and learner identity as they emerge in a diary written by a student of Englishwith dyslexia and language (classroom) anxiety. A narrative case study of Mariiaillustrates how the counsellor’s appreciation and her own recognition of thecomplex ecological realities (Casanave, 2012) surrounding and interacting withher learning encourage and empower her. Mariia uses her freedom to controlher own learning (Huang & Benson, 2013) and makes choices from the manylifewide experiential learning opportunities in her life (Karlsson & Kjisik, 2011).Reflective writing in the learning diary helps her to construct a realistic vision ofherself as a learner and user of English, and she leaves the identity position ofa failure in the classroom and claims a new, more successful one (Norton, 2014).

5

Prožívají studenti angličtiny nižší úzkost z hodin cizího jazyka než studenti jiných VŠ oborů? Analýza pomocí české adaptace škály FLCAS

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Kacafírková P.

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nr 2

54-62

EN

This study examines Foreign Language Classroom Anxiety (specifically in English language classes) among 117 students at Charles University in Prague. It aims to determine whether there is a difference in the level of anxiety between future English language teachers – students of the Faculty of Education and those majoring in other disciplines and whether there are gender differences in experienced anxiety. The measurement utilises the Czech adaptation of the Foreign Language Classroom Anxiety Scale (FLCAS), which assesses specific aspects of anxiety such as communication apprehension, fear of negative evaluation, and test anxiety. Results indicate high reliability of the adapted scale (Cronbach's alpha = 0.92) and suggest no statistically significant difference in the level of anxiety between students of English and students of other disciplines. Furthermore, a statistically significant difference in anxiety levels was found between genders, with higher anxiety observed in women. The study underscores the complexity of language anxiety and its potential impact on academic performance, which has important implications for pedagogical practice.

CS

Tato studie zkoumá úzkost v hodinách cizího jazyka (konkrétně anglického jazyka) u celkově 117 studentů Univerzity Karlovy v Praze s cílem zjistit, zda existuje rozdíl v míře úzkosti mezi budoucími učiteli anglického jazyka – studenty Pedagogické fakulty – a studenty jiných oborů a zda v prožívané úzkosti existují rodové rozdíly. K měření je použita česká adaptace škály Foreign Language Classroom Anxiety Scale (FLCAS), která měří specifické aspekty úzkosti, tj. ostýchavost v komunikaci, strach z negativního hodnocení a úzkost spojenou s testováním. Výsledky ukazují vysokou reliabilitu adaptované škály (Cronbachovo alfa = 0,92) a naznačují, že neexistuje statisticky významný rozdíl v úrovni úzkosti mezi studenty anglického jazyka a studenty jiných oborů. Dále bylo zjištěno, že existuje statisticky významný rozdíl v míře úzkosti mezi pohlavími, přičemž vyšší úzkost byla nalezena u žen. Studie podtrhuje komplexnost jazykové úzkosti a její možný vliv na výkon ve výuce, což má důležité důsledky pro pedagogickou praxi.

6

L’anxiete langagiere en classe de français: les attitudes des lyceens polonais envers l’enseignement/apprentissage de l’oral

63%

Lipińska J.

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nr 57/1

101-117

EN

While learning a foreign language, students have to practise speak-ing through different in class activities. Unfortunately, speaking is often a challenge for students not only due to linguistic difficulties, but most importantly because of the stress caused by using a foreign language in front of their classmates. This phenomenon, called language anxiety, makes it impossible for some students to participate actively, thus to develop their speaking skills. It is therefore important to understand which types of tasks cause the highest level of anxiety as well as to find out what can help students overcome their anxiety. To answer these questions, we conducted a research among Polish high school students learning French. They were asked about their attitudes towards different speaking activities in class as well as about the atmosphere in the classroom. The results indicate that students are the most stressed while speaking in front of their peers and prefer interaction in small groups. Language games also appear to lower the level of anxiety during speaking. In addition, positive atmosphere and lack of judgment help students overcome their fear, but they do not eliminate it completely for every person.

7

Réduction de l’anxiété de grammaire selon Bill VanPatten et William R. Glass

51%

Łuszczyńska S.

Linguodidactica

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2017

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tom 21

EN

In this paper we describe the relationship between language anxiety and grammar learning. Sources of grammar anxiety can be attributed to too much material, teacher concern for errors, student evaluation, lack of congruence between Communicative Language Teaching and traditional grammar instruction, or lack of grammar instruction. This article presents some techniques to diminish anxiety in light of an approach to grammar instruction proposed by B. VanPatten and W.R. Glass (1999).

PL

W niniejszym artykule opisujemy związek pomiędzy lękiem językowym a uczeniem się gramatyki języka obcego. Jego pojawienie się może być związane z nadmiarem informacji, zbytnim skupieniem się nauczycieli na błędach, ocenianiem uczniów oraz zbyt dużą rozbieżnością pomiędzy podejściem komunikacyjnym a nauczaniem tradycyjnym gramatyki. W artykule przytaczamy również pewne sugestie oraz techniki pomocne w obniżaniu lęku przed uczeniem się gramatyki w ujęciu zaproponowanym przez VanPatten’a i Glass’a (1999).