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https://w w w.doi.org/10.32320/978-961-270-324-0.269-281
Diverse teaching methods:
How to approach to different levels
of anxiety
Meleka Asotić, Ajša Bahović Latifović
R Introduction
esearch onto the phenomena of language anxiety in foreign language
communication has been present for almost four decades (Liu 2019). De-
spite decades of dealing with the topic of linguistic anxiety, professional
literature is rich with a variety of understandings and theoretical settings
(Tran 2012). However, the starting point of almost all researchers of lan-
guage anxiety is a theory of Horwitz, Horwitz and Cope (1986) that formed
the basis for the construction of a well-known instrument - the Foreign
Language Classroom Anxiety Scale (FLCAS). In recent years, dealing with
the phenomena of foreign language anxiety (FLA) has been evident. Not
only have numerous articles testified to the factuality, but also publications,
such as„ New insights into language anxiety: Theory, Research and Edu-
cational Implications“. The importance of this publication is not only il-
lustrated by the fact that the authors of the texts are eminent experts who
have been dealing with the FLA phenomenon for years, but also that the
problem is addressed in a comprehensive way: through a theoretical dis-
cussion of Horwitz’s classic research, through new empirical research on
FLA and considering practical implications (Liu 2019). Moreover, the afore-
mentioned publications, as well as numerous professional papers, confirm
that FLA is not an abstract phenomenon but a real problem that today’s stu-
dents face (Tran 2012). In this regard, this research paper has focused on ex-
amining the level of linguistic anxiety of high school students by providing
269
Diverse teaching methods:
How to approach to different levels
of anxiety
Meleka Asotić, Ajša Bahović Latifović
R Introduction
esearch onto the phenomena of language anxiety in foreign language
communication has been present for almost four decades (Liu 2019). De-
spite decades of dealing with the topic of linguistic anxiety, professional
literature is rich with a variety of understandings and theoretical settings
(Tran 2012). However, the starting point of almost all researchers of lan-
guage anxiety is a theory of Horwitz, Horwitz and Cope (1986) that formed
the basis for the construction of a well-known instrument - the Foreign
Language Classroom Anxiety Scale (FLCAS). In recent years, dealing with
the phenomena of foreign language anxiety (FLA) has been evident. Not
only have numerous articles testified to the factuality, but also publications,
such as„ New insights into language anxiety: Theory, Research and Edu-
cational Implications“. The importance of this publication is not only il-
lustrated by the fact that the authors of the texts are eminent experts who
have been dealing with the FLA phenomenon for years, but also that the
problem is addressed in a comprehensive way: through a theoretical dis-
cussion of Horwitz’s classic research, through new empirical research on
FLA and considering practical implications (Liu 2019). Moreover, the afore-
mentioned publications, as well as numerous professional papers, confirm
that FLA is not an abstract phenomenon but a real problem that today’s stu-
dents face (Tran 2012). In this regard, this research paper has focused on ex-
amining the level of linguistic anxiety of high school students by providing
269
