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diverse teaching methods: how to approach to different levels of anxiety
tive correlation between speaking foreign language anxiety and oral per-
formance confirms that anxiety is an influential factor and interferes with
foreign language speech.
Conclusions
The research provided a new valid and reliable instrument for measuring
speaking foreign language anxiety – FLSAQ. In spirit to confirm FLSAQ
validity and reliability, future researches have to conduct studies using the
mentioned instrument on a larger sample and by applying confirmatory
factor analysis. Unlike FLCAS, the FLSAQ provides a new perspective on
the concept of FLA, which is not a cause-oriented but a manifestation of
anxiety. The research also confirms that FLA is a serious problem and an
obstacle to successfully mastering a foreign language. Therefore, the prac-
tice should focus on ways to reduce anxiety in foreign language speech.
One way is certainly to raise awareness that teachers need to recognize FLA
and work on improvement student-professor relationships. There is also a
belief that FLA is an unsolvable problem because it is more a matter of per-
sonality rather than the situation. And that is why the question may be
asked if it is time to use some psychological tool (meditation or stress-re-
ducing techniques) in a classroom situation. So, that is the reason why new
empirical research is needed and which would not only aim to determine
the extent of FLA expression but to give evidence for supporting effects of
decreasing anxiety techniques and methods.
Literature
Aida, Yukie. “Examination of Horwitz, Horwitz and Cope’s construct of for-
eign language anxiety: The case of students of Japanese,” The Modern
Language Journal 78, no. 2 (1994): 155-168. doi: 10.2307/329005.
Brown, Douglas H. Principles of Language Learning and Teaching. New York:
Pearson Education, 2000.
Cheng, Yuh-show. “Factors associated with foreign language writing anxiety. ”
Foreign Language Annals 35, no. 5 (2002): 647-656.
Clément, Richard. “Ethnicity, contact, and communicative competence in a
second language.” In Language: Social psychological perspectives, edited
by Howard Giles, William P. Robinson, and Philip M. Smith, 147--154,
Oxford: Pergamon Press, 1980.
279
tive correlation between speaking foreign language anxiety and oral per-
formance confirms that anxiety is an influential factor and interferes with
foreign language speech.
Conclusions
The research provided a new valid and reliable instrument for measuring
speaking foreign language anxiety – FLSAQ. In spirit to confirm FLSAQ
validity and reliability, future researches have to conduct studies using the
mentioned instrument on a larger sample and by applying confirmatory
factor analysis. Unlike FLCAS, the FLSAQ provides a new perspective on
the concept of FLA, which is not a cause-oriented but a manifestation of
anxiety. The research also confirms that FLA is a serious problem and an
obstacle to successfully mastering a foreign language. Therefore, the prac-
tice should focus on ways to reduce anxiety in foreign language speech.
One way is certainly to raise awareness that teachers need to recognize FLA
and work on improvement student-professor relationships. There is also a
belief that FLA is an unsolvable problem because it is more a matter of per-
sonality rather than the situation. And that is why the question may be
asked if it is time to use some psychological tool (meditation or stress-re-
ducing techniques) in a classroom situation. So, that is the reason why new
empirical research is needed and which would not only aim to determine
the extent of FLA expression but to give evidence for supporting effects of
decreasing anxiety techniques and methods.
Literature
Aida, Yukie. “Examination of Horwitz, Horwitz and Cope’s construct of for-
eign language anxiety: The case of students of Japanese,” The Modern
Language Journal 78, no. 2 (1994): 155-168. doi: 10.2307/329005.
Brown, Douglas H. Principles of Language Learning and Teaching. New York:
Pearson Education, 2000.
Cheng, Yuh-show. “Factors associated with foreign language writing anxiety. ”
Foreign Language Annals 35, no. 5 (2002): 647-656.
Clément, Richard. “Ethnicity, contact, and communicative competence in a
second language.” In Language: Social psychological perspectives, edited
by Howard Giles, William P. Robinson, and Philip M. Smith, 147--154,
Oxford: Pergamon Press, 1980.
279
