 |
customer@davidpublishing.com |
 |
3275638434 |
 |
 |
| Paper Publishing WeChat |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
A Correlation Study on EFL Learning Anxiety and Oral Performance
ZHANG Yao, DONG Gefei
Full-Text PDF
XML 926 Views
DOI:10.17265/1539-8080/2019.06.002
Beijing Normal University, Beijing, China; Northeastern University, Shenyang, China
The present study focuses on the correlation between English learning anxiety and students’ oral English performance, and collects data through a questionnaire which is adapted from Horwitz et al’s Foreign Language Classroom Anxiety Scale (FLCAS). Students’ oral test grades in TEM 4 (Test for English Majors-Band 4) are used as a measurement of their oral proficiency. It is found that English-major students commonly have a moderate level of anxiety in their learning of English. Of the four dimensions in FLCAS, communication anxiety is the most intensive among most students, and test anxiety correlates most negatively with students’ oral performance. The possible sources of English learning anxiety are explored and some suggestions are made accordingly after statistical analysis.
English learning anxiety, oral performance, affective variables, English-major students
Aida, Y. (1994). Examination of Horwitz, Horwitz, and Cope’s construct of foreign language anxiety: The case of students of Japanese. Modern Language Journal, 78(2), 155-168.
Bailey, K. M. (1983). Oriented research in second language acquisition. Massachusetts: Newbury House.
Brown, R. (1973). A first language: the early stages. Cambridge, MA: Harvard University Press.
Chen, J. (1997). A study on the correlation of students’ English classroom anxiety and their oral proficiency. Foreign Language Learning Theory and Practice, 17(1), 15-19.
Cheng, Y. P. (2004). Correlations between classroom anxiety and college students’ oral performance. CELEA Journal, 5, 99-105.
Eysenck, M. (1979). Anxiety, learning, and memory: A reconceptualization. Journal of Research in Personality, 13, 363-385.
Foss, K., & Reitzel, C. (1998). A relational model for managing second language anxiety. TESOL Quarterly, 2, 54-68.
Gardner, R. C., & Gliksman, L. (1976). Second language learning: A social-psychological perspective. Canadian Modern Language Review, 4, 198-212.
Gregersen, T. S., & Horwitz, E. K. (2002). Language learning and perfectionism: Anxious and non-Anxious language learners’ reactions to their own oral performance. Modern Language Journal, 4, 62-70.
Horwitz, E. K. (1986). Preliminary evidence for the reliability and validity of a foreign language anxiety scale. TESOL Quarterly, 3, 559-562.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 2, 125-132.
Horwitz, E. K., & Young, D. J. (1991). Foreign language anxiety: Form theory and research to classroom implication. New York: Pearson.
Han, L. (2012). Sources of foreign language anxiety: Towards a four-dimension model. Contemporary Foreign Languages Studies, 12, 49-61.
Hussein, E. (2005). Listening comprehension and anxiety in the Arabic language classroom. The Modern Language Journal, 89, 206-220.
Li, J. Y., & Li, Q. (2016). A study on foreign language anxiety in China: Review and reflection. Foreign Language World, 4, 58-65.
Li, Y. (2010). A correlation study of senior high school students’ oral anxiety, learning strategy and oral performance. Guilin: Guangxi Normal University.
MacIntyre, P., Noels, K., & Clement, R. (1997). Biases in self-ratings of second language proficiency: The role of language anxiety. Language Learning, 47, 265-287.
Palacios, L. M. (1998). Foreign language anxiety and classroom environment: A study of Spanish university students. Austin: The University of Texas at Austin Press.
Philips, E. M. (1992). The effects of language anxiety on students’ oral test performance and attitudes. The Modern Language Journal, 1, 14-26.
P. D. Maclntyle, & R. C. Gardner. (1989). Anxiety and second-language learning: toward a theoretical clarification. Language Learning, 39, 251-275.
Qin, C. F. (2015). Review of studies of foreign language classroom anxiety. Overseas English, 3, 34-36.
Rogers, C., Lyon, H. C., & Tausch, R. (2013). On becoming an effective teacher—person-centered teaching, psychology, philosophy, and dialogues with Carl R. Rogers and Harold Lyon. London: Routledge.
Sparks, R. L., & Ganschow, L. (1993). Searching for the cognitive locus of foreign language learning difficulties: Linking first and second language learning. Modern Language Journal, 4, 289-302.
Wang, C. K. (2003). The adaptation and validation of the foreign language classroom anxiety scale when applied to Chinese college students. Psychological Science, 2, 281-284.
Young, D. J. (1990). An investigation of students’ perspectives on anxiety and speaking. Foreign Language Annals, 4, 53-539.
Young, D. J. (1991). Creating a low-anxiety classroom environment: What does the anxiety research suggest? Modern Language Journal, 12, 39-429.
Yoshiko, S., Thomas J. Garza, & Horwitz, E. K. (2002). Foreign language reading anxiety. The Modern Language Journal, 83, 202-218.
Zhou. S. T., & Wang, X. L. (2010). The empirical study of college students’ level of English learning anxiety. Journal of Qiqihar Medical College, 31(14), 2300-2302.
Zou, Y. (2006). A study on English learning anxiety of non-English major students. Research in Foreign Language and Literature, 1(9), 52-57.