How Linguistically Anxious Are Chinese EFL Students ? A case study of some migrant students in Xijiao School, Ningbo, China
Subject Areas : Research in English Language Pedagogy
Zhang
Jianmin
1
(Department of English, School of Foreign Languages, Zhejiang University, China)
Ma
Chen
2
(Shanghai Caohejing Innovation Center, Shanghai, China)
Keywords: Foreign language anxiety, peer stress, migrant students, unawareness, geographical and social surroundings,
Abstract :
Studies of foreign language anxiety normally focus on either students at college or high schools, but this investigation concentrated on two junior schools: one consisting of migrant students; the other of urban students. It is intended to compare hypothesized differences between the two types of students concerning language anxiety. The research used the Foreign Language Classroom Anxiety Scale (FLCAS) to measure the level of language anxiety of all the participants. Using the same procedures and standards to collect data from two schools, it investigated whether EFL migrant students experience a higher degree of language anxiety than their urban peers. After looking at the three main components of foreign language anxiety-communication apprehension, test anxiety, and fear of negative evaluation, it is concluded that foreign language anxiety of migrant students was more significantly experienced by most of the migrant students in question as compared with their peers. The study went a step further to investigate the possible factors leading to language anxiety among migrant students. The data from interviews and the questionnaire conducted on these students showed that lack of continued and coherent instruction, teachers’ unawareness, parents’ inadequate attention, and stress from peers are found to be the major factors. New geographical and social surroundings were additional factors leading to a higher level of language anxiety which aggravates their low self-esteem and poor language performance. The study is of practical significance to language teachers as they might use the findings to guide their daily teaching.
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