On the Relationship Between Foreign Language Classroom Anxiety and English Achievement
محورهای موضوعی : نشریه تخصصی زبان، فرهنگ، و ترجمه (دوفصلنامه)
1 - استادیار گروه آموزش زبان انگلیسی، دانشگاه تربیت معلم شهید رجایی تهران، تهران، ایران
کلید واژه: Foreign Language Classroom Anxiety, English achievement, Third-grade high school students,
چکیده مقاله :
The aim of this study was to examine the relationship between foreign language classroom anxiety and English language achievement among high school third-graders. A sample of 239 students (110 males and 129 females) was assessed for their levels of foreign language anxiety using FLCAS. Participants’ scores on their final English test were also used as the measure of their English achievement. The results revealed foreign language classroom anxiety significantly and negatively correlated with English achievement. Implications for both teachers and learners and suggestions for further research are provided.
The aim of this study was to examine the relationship between foreign language classroom anxiety and English language achievement among high school third-graders. A sample of 239 students (110 males and 129 females) was assessed for their levels of foreign language anxiety using FLCAS. Participants’ scores on their final English test were also used as the measure of their English achievement. The results revealed foreign language classroom anxiety significantly and negatively correlated with English achievement. Implications for both teachers and learners and suggestions for further research are provided.
References
Aida, Y. (1994). Examination of Horwitz, Horwitz, and Copeʼs construct
of foreign language anxiety: The case of students of Japanese. Modern
Language Journal, 78, 155-168.
Brown, H. D. (1994). Principles of language learning and teaching.
Englewood Cliffs, NJ: Prentice Hall.
Chan, D. Y., Wu, G. (2004). A study of foregin language anxiety of EFL
elementary school students in Taipei Country. Journal of National
Taipei Teachers College, 17(2), 287-320.
Chang, G. B. Y. (1996). A study of anxiety in Chinese EFL learners.
Teaching and Research, 18, 67-90.
Chastain, K. (1975). Affective and ability factors in second language
acquisition. Language learning, 25, 153-161.
Chen, L. (2007). A study of the relationship between EFL reading anxiety
and reading strategy use (Masterʼs dissertation). Retrieved from
Ghorbandordinejad, F. / Journal of Language, Culture, and Translation 3(1) (2015), 17–32
30
http://pc01.lib.ntust.edu.tw/ETD-db/ETD-search-c/getfile ?URN=etd0710107-001842&filename=etd-0710107-001842.pdf
Coulombe, D. (2000). Anxiety and beliefs of French-as-a-secondlanguage learners at the university level. Unpublished Ph.D.
Dissertation, University of Laval, Quebec, Canada.
Ellis, R. (1985). Understanding Second Language Acquisition. Oxford:
Oxford University press.
Farhady, H., Ja'farpur , A., & Birjandi, P. (2006). Testing language skills:
From theory to practice. Tehran: SAMT.
Gardner, R. C., & MacIntyre, P. D. (1993). On the measurement of
affective variables in second language learning. Language learning,
43(2), 157-194.
Gass, S. & Selinker, L. (1994). Second language acquisition: An
introductory course. Hillsdale, N.J.: Lawrence Erlbaum.
Ghorbandordinejad, F., Hakimi, H., Ashouri, M., Dehghani, M., Zeinali,
Z., Sadegh, M., Bahrami, N. (2011). On the relationship between test
anxiety and academic performance. Procedia Social and Behavioral
Sciences, 15, 3774-3778.
Gliksman, L., Gardner, R. C., & Padric, C. S. (1982). The role of the
integrative motive on students' participation in the French classroom.
Canadian Modern Language Review, 38, 625-647.
Hambleton, R. K. (1994). Guidelines for adapting educational and
psychological tests: A progress report. European Journal of
Psychological Assessment, 10, 229-244.
Horwitz, E. K. (1986). Preliminary evidence for the reliability and validity
of a foreign language anxiety scale. TESOL Quarterly, 20, 559-562.
Horwitz, E. K. (2001). Language anxiety and achievement. Annual
Review of Applied Linguistics, 21, 112-126.
Horwitz, E. K., & Young, D. J. (1991). Language anxiety: From theory
and research to classroom implications. Upper Saddle River, NJ:
Prentice Hall.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign Language
Classroom Anxiety. The Modern Language Journal, 70(2), 125-132.
Horwitz, E. K., Horwitz, M. B., & Cope, J. A. (1991). Foreign language
classroom anxiety. In E. K. Horwitz and D. J. Young, Language
anxiety: From theory and research to classroom implications (pp.
27-36). Englewood Cliffs, NJ: Prentice- Hall Inc.
Horwitz, E. K. (1991). Preliminary evidence for the reliability and validity
of a foreign language anxiety scale. In E. K. Horwitz & D. J. Young
Ghorbandordinejad, F. / Journal of Language, Culture, and Translation 3(1) (2015), 17–32
31
(Eds.). Language Anxiety: From Theory and Research to Classroom
Impilications (pp. 37-40). Englewood Cliffs, NJ: Prentice Hall.
Kim, S. Y. (1998). Affective experiences of Korean college students in
different instructional contexts: Anxiety and motivation in reading and
conversation courses. Unpublished PH.D. Dissertation, The
University of Texas, Austin.
Larsen-Freeman, D & M. Long. (1991). An introduction to second
language acquisition research. London: Longman.
Liao, Y. F. (1999). The effects of anxiety on Taiwanese EFL learners. The
proceedings of the Eighth international symposium on English
teaching (pp. 453-63). Taipei: Crane.
MacIntyre, P. D. (1995). How does anxiety affect second language
learning? A reply to Sparks and Ganschow. The Modern Language
Journal, 79, 90-99.
MacIntyre, P. D., & Gardner, R. C. (1989). Anxiety and second language
learning: Toward a theoretical clarification. Language learning, 39(2),
251-275.
MacIntyre, P. D., & Gardner , R. C. (1991). Methods and results in the
study of foreign language anxiety: A review of the litereture. Language
learning, 41, 85-117.
Morris, L., Davis, D. & Hutchings, C. (1981). Cognitive and Emotional
Components of Anxiety: Literature Review and Revised WorryEmotionally Scale. Journal of Educational Psychology, 73, 541-555.
Rodriguez, M. (1995). Foreign language classroom anxiety and students'
success in EFL classes. Revista Venezolana de LinguisticaAplicada, 1,
23-32.
Saito, Y., & Samimy, K. (1996). Foreign language anxiety and language
performance: A study of learner anxiety in beginning, intermediate,
and advanced-level college students of Japanese. Foreign Language
Annals, 29, 239-251.
Saito, Y., Garza, T., Horwitz, E., 1999. Foreign language reading anxiety.
Modern Language Journal, 83, 202-218.
Sarason, I. G. (1978). The test anxiety scale: Concept and research. In C.
D. Spielberger & I. G. Sarason (Eds.), Stress and anxiety (Vol. 5) (pp.
193-216). Washington, DC: Hemisphere.
Scovel, T. (1978). The effect of affect in foreign language learning: A
review of the anxiety research. Language Learning, 28(1), 129-142.
Skehan, P. (1989). Individual differences in second language learning.
London: Arnold.
Ghorbandordinejad, F. / Journal of Language, Culture, and Translation 3(1) (2015), 17–32
32
Spielberger, C. D. (1983). Manual for the State-Trait Anxiety Inventory
(From Y). Palo Alto, CA: Mind Garden.
Spitalli, E. J. (2000). The relationship between foreign language anxiety
and attitudes toward multiculturalism in high-school students
(Masterʼs dissertation), Benedictine University, Lisle, IL.
Spolsky, B. (1989). Conditions for second second language learning.
Oxford: Oxford University Press.
Young, D. J. (1991). Creating a low-anxiety classroom environment: what
does the language anxiety research suggest? Modern Language
Journal, 75 (4), 426-437.
