Page 271 - 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
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diverse teaching methods: how to approach to different levels of anxiety
et al. 1986) .Also, some authors find it necessary to emphasize the differ-
ence between anxiety as a trait and as a state (Salehi and Marefat 2014).
FLA is rather state anxiety (Brown 2000), and this is supported by research
that has found that trait anxiety has no predictive value in second language
achievement (MacIntyre and Gardner 1991). In that context, anxiety as a
personality trait should be distinguished from one that binds to specific sit-
uations (Kráľová 2016). FLA should be distinguished from general academ-
ic anxiety as well. Thus, it will certainly happen that students who have
general anxiety feel FLA, but it is evident that some students do not feel
anxious about other school subjects except in learning a foreign language
(Tran 2012). Considering language anxiety and looking for a way to make
the terminological distinction, Horwitz et al. (1986) talked about the FLA
components: communication apprehension, test anxiety and fear from the
negative evaluation. While communication apprehension is related to the
anxiety experienced in interaction (speaking and listening to others), anx-
iety on testing is a form of performance-related anxiety, and fear of nega-
tive evaluation is related to the students’ perception of how others (teach-
er and classmates) can influence on his or her language ability (Horowitz
et al. 1986). Based on the above-mentioned comments, Horwitz et al. (1986)
constructed the instrument FLCAS, which measures anxiety levels taking
into account data on negative performance expectations and social com-
parisons, psychophysiological symptoms and avoidance behaviours (Tran
2012). However, some authors have shown that the anxiety test is rather as-
sociated with general anxiety and therefore not specifically associated with
foreign language learning (MacIntyre and Gardner 1989; Aida 1994). Un-
derstanding the specifics of the FLA, this concept also requires considering
the causes. Young (1991) cites several causes of the occurrence of FLA in a
classroom situation, which are: personal and interpersonal anxiety, learner
beliefs about language learning, instructor beliefs about language teaching,
instructor-learner interactions, classroom procedures and language test-
ing. Von Wörde (2003) believes that causes should be sought in the inabil-
ity to comprehend, negative classroom experiences, pedagogical practice,
correction of mistakes and native speakers. The causes of FLA indicate the
problems lie not only inside the student, but also in sources outside the in-
dividual, i.e. in the way of interaction between the student and the profes-
sor, in the procedures and the method of assessment of English, in peda-
gogical practice, and similar.
271
et al. 1986) .Also, some authors find it necessary to emphasize the differ-
ence between anxiety as a trait and as a state (Salehi and Marefat 2014).
FLA is rather state anxiety (Brown 2000), and this is supported by research
that has found that trait anxiety has no predictive value in second language
achievement (MacIntyre and Gardner 1991). In that context, anxiety as a
personality trait should be distinguished from one that binds to specific sit-
uations (Kráľová 2016). FLA should be distinguished from general academ-
ic anxiety as well. Thus, it will certainly happen that students who have
general anxiety feel FLA, but it is evident that some students do not feel
anxious about other school subjects except in learning a foreign language
(Tran 2012). Considering language anxiety and looking for a way to make
the terminological distinction, Horwitz et al. (1986) talked about the FLA
components: communication apprehension, test anxiety and fear from the
negative evaluation. While communication apprehension is related to the
anxiety experienced in interaction (speaking and listening to others), anx-
iety on testing is a form of performance-related anxiety, and fear of nega-
tive evaluation is related to the students’ perception of how others (teach-
er and classmates) can influence on his or her language ability (Horowitz
et al. 1986). Based on the above-mentioned comments, Horwitz et al. (1986)
constructed the instrument FLCAS, which measures anxiety levels taking
into account data on negative performance expectations and social com-
parisons, psychophysiological symptoms and avoidance behaviours (Tran
2012). However, some authors have shown that the anxiety test is rather as-
sociated with general anxiety and therefore not specifically associated with
foreign language learning (MacIntyre and Gardner 1989; Aida 1994). Un-
derstanding the specifics of the FLA, this concept also requires considering
the causes. Young (1991) cites several causes of the occurrence of FLA in a
classroom situation, which are: personal and interpersonal anxiety, learner
beliefs about language learning, instructor beliefs about language teaching,
instructor-learner interactions, classroom procedures and language test-
ing. Von Wörde (2003) believes that causes should be sought in the inabil-
ity to comprehend, negative classroom experiences, pedagogical practice,
correction of mistakes and native speakers. The causes of FLA indicate the
problems lie not only inside the student, but also in sources outside the in-
dividual, i.e. in the way of interaction between the student and the profes-
sor, in the procedures and the method of assessment of English, in peda-
gogical practice, and similar.
271
