Page 270 - Igor Ž. Žagar in Ana Mlekuž, ur. Raziskovanje v vzgoji in izobraževanju: mednarodni vidiki vzgoje in izobraževanja. Ljubljana: Pedagoški inštitut, 2020. Digitalna knjižnica, Dissertationes 38
P. 270
r aziskovanje v vzgoji in izobr aževanju: mednarodni vidki vzgoje in izobr aževanja
an alternative way to measure FLA. Unlike the well-known FLCAS, the re-
search work focused on designing a new measuring instrument – FLSAQ
(Foreign language speaking anxiety questionnaire). The aim of the paper is
not only to identify the extent of the anxiety problem but also to provide
practical mechanisms to overcome this phenomenon. Having considered
all the issues mentioned, our effort was set aside comprehension and provi-
sion of a general and universal view of the FLA phenomenon.
Theory
Most authors would probably agree that the pioneering work of Horwitz et
al. (1986) is still a key theoretical basis for understanding the phenomenon
of foreign language anxiety in a classroom environment. However, it is con-
sidered there are different understandings and definitions of FLA and that
other authors have also made significant contributions to the development
of this phenomenon. Perhaps utmost credentials for incentive and develop-
ment the FLA concept go to McCroskey (1970, 1978) who defined the term
„communication apprehension“. Communication apprehension is consid-
ered as the general anxiety associated with oral communication and asso-
ciated with real or anticipated communication with others. Just a few years
after McCroskey’s work, the first definitions of the FLA emerged. Clement
(1980) thought that FLA should be defined in terms of feelings, self-esteem
and self-confidence. That’s why he thought the FLA belonged to the field of
learners’ psychology (Clement 1980). Horowitz et al. (1986) seem to embrace
Clement’s idea by defining FLA as a construct associated with self-percep-
tions, beliefs, feelings, and behaviours. In their view, FLA is a unique type
of anxiety associated with learning a foreign language in class and different
from other types of anxiety (Horowitz et al. 1986). MacIntyre and Gard-
ner (1994) and Zhang (2001) considered FLA as a (psychological) sense of
persons’ tension while learning a foreign language. Mihaljevic Djigunovic
(2002) considers FLA to be a short-term excruciating condition that accom-
panies feelings of discomfort, nervousness and insecurity. Namely, this feel-
ing is accompanied by certain physiological reactions such as rapid heart
rate, chest pressure, rapid breathing, etc. (Popović-Babić, Apostolović, and
Biskupljanin 2007). Almost all definitions describe FLA as a tense and un-
comfortable condition similar to general anxiety. Therefore, understanding
FLA also implies a clear distinction from general anxiety and other specif-
ic anxiety states, as it is a unique type of anxiety that is connected to spe-
cific situations, while general anxiety is related to all situations. (Horowitz
270
an alternative way to measure FLA. Unlike the well-known FLCAS, the re-
search work focused on designing a new measuring instrument – FLSAQ
(Foreign language speaking anxiety questionnaire). The aim of the paper is
not only to identify the extent of the anxiety problem but also to provide
practical mechanisms to overcome this phenomenon. Having considered
all the issues mentioned, our effort was set aside comprehension and provi-
sion of a general and universal view of the FLA phenomenon.
Theory
Most authors would probably agree that the pioneering work of Horwitz et
al. (1986) is still a key theoretical basis for understanding the phenomenon
of foreign language anxiety in a classroom environment. However, it is con-
sidered there are different understandings and definitions of FLA and that
other authors have also made significant contributions to the development
of this phenomenon. Perhaps utmost credentials for incentive and develop-
ment the FLA concept go to McCroskey (1970, 1978) who defined the term
„communication apprehension“. Communication apprehension is consid-
ered as the general anxiety associated with oral communication and asso-
ciated with real or anticipated communication with others. Just a few years
after McCroskey’s work, the first definitions of the FLA emerged. Clement
(1980) thought that FLA should be defined in terms of feelings, self-esteem
and self-confidence. That’s why he thought the FLA belonged to the field of
learners’ psychology (Clement 1980). Horowitz et al. (1986) seem to embrace
Clement’s idea by defining FLA as a construct associated with self-percep-
tions, beliefs, feelings, and behaviours. In their view, FLA is a unique type
of anxiety associated with learning a foreign language in class and different
from other types of anxiety (Horowitz et al. 1986). MacIntyre and Gard-
ner (1994) and Zhang (2001) considered FLA as a (psychological) sense of
persons’ tension while learning a foreign language. Mihaljevic Djigunovic
(2002) considers FLA to be a short-term excruciating condition that accom-
panies feelings of discomfort, nervousness and insecurity. Namely, this feel-
ing is accompanied by certain physiological reactions such as rapid heart
rate, chest pressure, rapid breathing, etc. (Popović-Babić, Apostolović, and
Biskupljanin 2007). Almost all definitions describe FLA as a tense and un-
comfortable condition similar to general anxiety. Therefore, understanding
FLA also implies a clear distinction from general anxiety and other specif-
ic anxiety states, as it is a unique type of anxiety that is connected to spe-
cific situations, while general anxiety is related to all situations. (Horowitz
270
