Page 274 - 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. 274
r aziskovanje v vzgoji in izobr aževanju: mednarodni vidki vzgoje in izobr aževanja
Results
As noted in the methodology, the research was conducted in two phas-
es. In the first phase, an interview was conducted with 15 high school stu-
dents. The aim of the interview was to obtain information on the questions
of feeling anxiety during the speech in a foreign language and how the anx-
iety manifests. Respondents also described conditions opposite to anxiety
in order to better understand the conditions to be pursued when learning a
foreign language. The data are presented in Table 30.
Table 30: Descriptions of anxiety reactions and opposite reactions to anxiety in foreign
language learners.
Feelings Thoughts Behaviour
Fear
Panic Worry about what others think Silence
Confusion Worry not to be ridiculous Avoiding conversation
Tension Thoughts blockade Having the desire to abandon
Nervousness The belief that everything must the class
Discomfort turn out without mistakes
Contrary to anxiety
do not care what others think Concentrated on speech, ac-
Fear in terms of tension, tre- it does not matter if everything cepting communication, re-
mors, discomfort exists but it is grammatically correct laxed in speech
lasts briefly and quickly can be the challenge is to learn
overcome something new
By analyzing the data in Table 30, it can be found that the descriptions
of reactions during foreign language speech can be classified into three cat-
egories: thoughts, feelings and behaviours. In addition to the fact that the
respondents felt fear, panic and nervousness during the foreign language
speech, during the interview it could be heard that there were other reac-
tions associated with and represent a manifestation of anxiety. For exam-
ple, respondents stated that they: worry about what others will think, think
they have to utter everything perfectly and without mistake, because oth-
erwise they will be ridiculed, need to interrupt communication or remain
silent, and those reactions go to such an extent they want to leave class. On
contrary to anxiety reactions, students feel they would be more success-
ful in speaking a foreign language: if they felt more relaxed, if they did not
think what others thought of their speech, but were only oriented towards
speech and when they stopped worrying that everything had to be spoken
perfectly and correctly. During the interview, respondents were also asked
274
Results
As noted in the methodology, the research was conducted in two phas-
es. In the first phase, an interview was conducted with 15 high school stu-
dents. The aim of the interview was to obtain information on the questions
of feeling anxiety during the speech in a foreign language and how the anx-
iety manifests. Respondents also described conditions opposite to anxiety
in order to better understand the conditions to be pursued when learning a
foreign language. The data are presented in Table 30.
Table 30: Descriptions of anxiety reactions and opposite reactions to anxiety in foreign
language learners.
Feelings Thoughts Behaviour
Fear
Panic Worry about what others think Silence
Confusion Worry not to be ridiculous Avoiding conversation
Tension Thoughts blockade Having the desire to abandon
Nervousness The belief that everything must the class
Discomfort turn out without mistakes
Contrary to anxiety
do not care what others think Concentrated on speech, ac-
Fear in terms of tension, tre- it does not matter if everything cepting communication, re-
mors, discomfort exists but it is grammatically correct laxed in speech
lasts briefly and quickly can be the challenge is to learn
overcome something new
By analyzing the data in Table 30, it can be found that the descriptions
of reactions during foreign language speech can be classified into three cat-
egories: thoughts, feelings and behaviours. In addition to the fact that the
respondents felt fear, panic and nervousness during the foreign language
speech, during the interview it could be heard that there were other reac-
tions associated with and represent a manifestation of anxiety. For exam-
ple, respondents stated that they: worry about what others will think, think
they have to utter everything perfectly and without mistake, because oth-
erwise they will be ridiculed, need to interrupt communication or remain
silent, and those reactions go to such an extent they want to leave class. On
contrary to anxiety reactions, students feel they would be more success-
ful in speaking a foreign language: if they felt more relaxed, if they did not
think what others thought of their speech, but were only oriented towards
speech and when they stopped worrying that everything had to be spoken
perfectly and correctly. During the interview, respondents were also asked
274
