Helping Students Overcome Foreign Language Speaking Anxiety in the English Classroom: Theoretical ssues and !

ractical "ecommendations akovos Tsiplakides #Corresponding author$ %ikis

Street& oannina& 'reece Tel: ()*+,-*.)/*01-( E*mail address: tsiplakides2hotmail3com Areti 4eramida 5Ed in TESOL& 'reek Open 6niversity Iakovos Tsiplakides receives a scholarship from the State Scholarships Foundation Abstract in Greece 7espite the 8act that 8oreign language speaking anxiety is a common phenomenon in the teaching o8 English as a 8oreign language in 'reece& teachers do not al9ays identi8y anxious students& and o8ten attri:ute their un9illingness to participate in speaking tasks to 8actors such as lack o8 motivation& or lo9 per8ormance3 This article aims to contri:ute to the literature on language anxiety and to provide teachers 9ith strategies 8or reducing 8oreign language speaking anxiety stemming 8rom students; 8ear o8 negative evaluation 8rom their peers and perception o8 lo9 a:ility3 6sing <ualitative research& it presents a classroom*:ased case study 9hich aims at examining the characteristics o8 anxious students 9ith a vie9 to implementing classroom interventions to reducespeaking 8oreign language speaking anxiety3 The e88ectiveness o8 these Keywords: Foreign language anxiety& interventions is also presented and evaluated& and the pedagogical implications o8 the 8indings English 1. areIntroduction discussed3 A negative correlation :et9een second and 8oreign language anxiety and achievement is esta:lished in the literature #Hor9it=& +)).> Aida& .00/> 5ac ntyre and 'ardner& .00.$3 Empirical research sho9s that anxious 8oreign language students are less 9illing to participate in learning activities& and have lo9er per8ormance than non*anxious students #Aida .00/& 5ac ntyre and 'ardner .00.$3 Foreign language anxiety consists o8 ?sel8*perceptions& :elie8s& 8eelings and :ehaviors related to classroom language learning arising 8rom the uni<ueness o8 the language learning process@ #Hor9it=& Hor9it= and Cope .0A,& .+A$3 Foreign language learning process is a uni<ue proccess& :ecause learners are re<uired to communicate using a language 9hich they have not mastered per8ectly3 Three components o8 8oreign language anxiety have :een identi8ied #Hor9it=& Hor9it= and Cope .0A,$: a$ communication apprehension& :$ 8ear o8 negative evaluation& and c$ test anxiety3 Students 9ho exhi:it communication apprehension do not 8eel com8orta:le communicating in the target language in 8ront o8 others& due to their limited kno9ledge o8 the language& especially in relation to speaking and listening skills3 Students 9ho experience 8ear o8 negative evaluation do not consider language errors as a natural part o8 the learning process& :ut as a threat to their image& and a source 8or negative evaluations either 8rom the teacher or their peers3 As a result& they are silent and 9ithdra9n most o8 the time& and do not participate in language activities .0A,$3 Students 9ho the experience test anxiety consider the 8oreign n order to measure #Ely 8oreign language anxiety& Foreign Language Classroom Anxiety Scale language process& and especially oral production& as a test situation& rather than an opportunity #FLCAS$ has :een developed& a sel8*report measure 9hich assesses ?the degree o8 anxiety& as 8or communication and skills improvement3 evidenced :y negative per8ormance expectancies and social comparisons& psychophysiological symptoms& and avoidance :ehaviors@ #Hor9it= .0A,& --0$3 5any studies have addressed the relationship :et9een language anxiety and motivation3 5ore speci8ically& integratively motivated students ?are less anxious in second language contexts@ #'ardner& 7ay and 5ac ntyre .00+& +.+$ than students 9ho students 9ho are instrumentally motivated3 Their research 8indings provide indications that anxiety and motivation are ?t9o separate dimensions 9ith overlapping :ehavioral conse<uences@ #'ardner& 7ay and 5ac ntyre .00+& +.+$3 Six types o8 sources o8 8oreign language classroom anxiety have :een identi8ied #Boung& .00.$: personal and interpersonal anxieties& learner :elie8s a:out language learning& instructor :elie8s a:out language learning& instructor*learner interactions& classroom procedures& and testing3

Col3 +& %o3 /

International Education Studie

Dhat are the characteristics o8 students 9ho su88er 8rom 8oreign language speaking anxiety& Dhat are the sources o8 8oreign language speaking anxietyE Apart 8rom general 8oreign language classroom anxiety& many learners are highly anxious 9ith Can the incorporation o8 proFect activities3 9ork and a respect to participation in speaking ndeed& it is o8ten suggested that speaking is the supportive classroom atmosphere help language learning situation@ #Cheng& Hor9it=& and most ?anxiety*provoking aspect in a second these.000: students overcome Schallert& /+)$3 An examination o8 sources o8 8oreign language speaking anxiety sho9ed a correlation :et9een a$ anxiety and 8ear o8 negative evaluation& and :$ anxiety and perception o8 lo9 a:ility in relation to peers and native speakers #4itano& +)).$3 4itano suggests that teachers should 8ind 9ays to support students 9ith 8ear o8 negative evaluation& 9hich may involve providing these students 9ith positive rein8orcement& such as positive comments3 n relation to learners; perception o8 lo9 a:ility& teachers should make interventions in the classroom environment practices and anxiety create a o8 community ininthe so that Dhile 8oreign and language speaking is ?sense a common phenomenon the classroom@& teaching o8 English students do not perceive it a competitive& 9hile and group 9ork can :e incorporated as a 8oreign language& it seems that teachers do pair not al9ays identi8y anxious students& and #4itano& +)).$3 attri:ute their un9illingness to engage in speaking tasks to 8actors such as lack o8 motivation& or ?poor attitude@ #'regersen& +))(: ()$3 An additional pro:lem concerns the 8act that although there is an a:undance o8 theoretical articles on general language anxiety& there seems to :e a relative paucity o8 empirical studies 8ocusing speci8ically on the sources o8 8oreign language speaking anxiety and our providing practical recommendations and strategies to address Conse<uently& it 9as intention to contri:ute to the literature on language anxiety it3 :y using a classroom*:ased case study in order to: a$ examine the characteristics o8 anxious students and the sources o8 8oreign language speaking anxiety& :$ implement interventions to overcome it& and c$ evaluate the e88ectiveness o8 these measures 8or reducing 8oreign language speaking anxiety in the English classroom3 n this article& in order to set the scene 8or the case study& 9e 8irst present the context o8 the teaching o8 English as a 8oreign language in 'reek pu:lic schools3 Then 9e present the <ualitative classroom*:ased case study& including the e88ectiveness o8 proFect 9ork and a supportive& colla:orative learning community in reducing 8oreign language speaking anxiety3 Finally& the pedagogical implications 8or and addressing 8oreign language speaking anxiety are 2. English in Greek public primary secondary discussed3 education Education in 'reece is provided at the 8ollo9ing levels: a$ primary education& including kindergarten and primary school& 9hich has six grades& :$ secondary education& including lo9er secondary school& and upper secondary school& each lasting three years& c$ post secondary education& and d$ higher education3 Studying in primary and lo9er secondary education is compulsory3 English is taught as a 8oreign language 8rom the third grade o8 primary school 8or three hours per 9eek3 n lo9er and in most upper secondary schools& English is taught 8or three hours per 9eek in the 8irst grade& and t9o hours per 9eek in the second and third grade3 The structure o8 the teaching o8 English as a 8oreign language is presented simply to help readers understand the context o8 the case study3 Ho9ever& the 8indings& measures taken to overcome 8oreign language speaking anxiety& suggestions& pedagogical implications& general insights& and conclusions presented in this article can help English teachers 9orld9ide deal 9ith the o8 8oreign language speaking anxiety in their o9n teaching situations3 3. pro:lem esearch 3.1 Research questions The research <uestions o8 the case study 9ere:

their anxietyE 3.2 Research aim The aim o8 the research study 9as not to esta:lish a link :et9een language anxiety and per8ormance& :ecause this is already 9ell esta:lished in the literature3 n contrast& the research aimed at linking the theoretical construct o8 8oreign language speaking anxiety 9ith everyday classroom practice3 The overall aim 9as to provide English teachers 9orld9ide 9ith a use8ul array o8 suggestions& arising 8rom a classroom*:ased case study& 9hich 9ill help them reduce language anxiety& promote motivation to learn& and& in the long run& increase English language !. "ethod ac<uisition3 .1 !articipants The sample consisted o8 8i8teen students in the third grade o8 a lo9er secondary school in 'reece& aged .(*./ years3 Lessons 9ere held three times a 9eek 8or a period o8 8orty*8ive minutes each3 All students had :een studying English 8or a total o8 - years& and the average classroom level 9as intermediate3

International Education Studies

%ovem:er& +))

.2 "ata collection Gualitative research techni<ues 9ere employed in the case study& since research <uestions pointed to the need to gain access to ?a 9ealth o8 detailed in8ormation@ #!atton& +))+:./$& and to ?processes and meanings@ that are di88icult to measure #7en=in and Lincoln& .00/:/$3 The 8ollo9ing techni<ues o8 <ualitative data collection 9ere used: a$ semi*structured intervie9s& :$ group discussion& and c$ direct o:servation3 #. esults A8ter data 9as collected& 9e 8ound that six o8 these students 9ere experiencing English language speaking anxiety as a result o8: a$ 8ear o8 negative evaluation 8rom their peers and :$ perception o8 lo9 a:ility in relation to their peers3 Their anxiety 9as attri:uted to the a:ove 8actors& on the :asis o8 the 8ollo9ing3 First& these students 9ere un9illing to participate in speaking activities3 Dhile a num:er o8 8actors can potentially account 8or this& research sho9ed that their un9illingness 9as not due to the 8act that they did not realise the value o8 learning English& la=iness& or lack o8 interest in the English language3 These students; narratives provided strong evidence that they did not participate in speaking activities& :ecause they :elieved that they 9ere not good at speaking3 Conse<uently& they 8eared that their 8ello9 students 9ould evaluate them negatively3 As Hara& a highly reported: ? like anxious English& student :ut don;t take part in speaking& :ecause ;m so :ad at speaking& and my 8riends 9ill laugh at me3@ Hara;s text highlights her concern 9ith her social image and her preoccupation 9ith ho9 her peers 9ould perceive her3 Another source o8 8ear o8 negative evaluation 9as the :elie8 that they should produce 8aultless sentences3 This 8inding seems consistent 9ith 'regersen;s #+))($ suggestion that anxious learners tend to 8ocus on 8orm rather than content3 All o8 these anxious students 8eared that mistakes in speaking activities 9ould destroy their social image as a:le students3 %ikos& a highly anxious :oy descri:es 8eelings created :y his exaggerated 8ocus on ?Dhen al9ays make an a98ul lot o8 mistakes& and don;t like it3 That;s 9hy use 'reek avoiding speak language mistakes: 9hen ;m not sure o8 9hat to say3 also speak very slo9ly to avoid mistakes3 8 you listen to me speaking English& you;d think ;m not clever& :ut it is not so3@ Fear o8 negative evaluation 8rom their peers 9as also evident :y the 8ollo9ing characteristic& 9hich 9as common to most o8 the a:ove students3 Dhen asked to participate in speaking tasks 9ith the teacher only& 9ithout their 8ello9 students listening to them& these anxious students 9ere markedly more 9illing to participate and experiment 9ith language3 Apart 8rom anxiety due to 8ear o8 negative evaluation 8rom their peers& all anxious respondents compared their speaking skills negatively in relation 9ith their peers3 As an anxious girl commented: ?Bou listened to them #8ello9 students$& didn;t youE They speak English as i8 it;s 'reek3 They;re so much :etter than me3 t;s :etter i8 Fust listen and not speak3@ The language here is one o8 desperation and lo9 sel8 con8idence3 %ot unsurprisingly& this student 9as 9ithdra9n and silent during speaking activities3 $. Inter%entions to reduce &oreign language speaking an'iety the sources 8or their English language speaking anxiety& the 8ollo9ing Having esta:lished classroom interventions 9ere implemented& to help them overcome it: #.1 !ro$ect %ork Short*term proFects 9ere used due to the 8ollo9ing :ene8its o8 proFect 9ork in 8oreign language settings cited in the literature: a$ students are more personally involved& so they usually have increased motivation #Lee& +))+$& :$ they do not 8eel that they are constantly assessed& and c$ it is easier 8or them to 8ocus on communication& rather than on accuracy& and are less concerned 9ith language errors and the conse<uences o8 ?imagined 8ailure@ #5ac ntyre& %oels& and Clement& .001: +,0$3 An additional advantage o8 proFect 9ork is that students have an active role and responsi:ilities in the implementation o8 proFect 9ork& 9hich can :oost their con8idence and reduce the e88ect o8 perceptions o8 lo9 a:ility in the target language3 #.2 Esta&lishin' a learnin' communit( and a supportive classroom atmosphere Creating a learning community that provides the environment 8or ?optimal motivation@ #Alderman& +))/$& and a ?colla:orative atmosphere@ #'regersen& +))(:()$ can help reduce 8ear o8 errors3 The 8ollo9ing classroom interventions 9ere made& dra9ing principally on suggestions 8or creating a supportive learning classroom community #Hrophy& +))/> 7ornyei& +)).$3 #.2.1 Teacher)students relations A set o8 classroom rules and norms 9as negotiated 9ith the students3 5aking 8un o8 a 9rong ans9er 9as not accepted& and a norm o8 ?mistake tolerance@ 9as rati8ied3 Errors 9ere considered a natural part o8 learning a 8oreign language&

Col3 +& %o3 /

International Education Studie

and students 9ere encouraged to ask 8or help 9ithout running the risk o8 em:arrassment #7ornyei& +)).$3 n addition& teaching practices communicated expectations o8 success 8or all students3 For example& as 8ar as grouping practices 9ere concerned& groups 9ere 8ormed 8rom mixed a:ility students& students 9ere given e<ually academically challenging tasks& and the same <uestioning strategies 9ere used 8or all students #Alderman& +))/$& so that they reali=ed that 9as no di88erential treatment 9ithdirect respect to their language per8ormance and out*o8* #.2.2there !rovidin' indirect* rather than school support3 correction De avoided direct& on the spot correction in speaking activities& since it can undermine students; con8idence& and :ecause it discourages learners 9ho are anxious a:out ?sounding silly@ to experiment 9ith ne9 language #Light:o9n and Spada& .000$3 also tried to 8oster the :elie8 to anxious students that they should aim at continuing a speaking activity& despite making errors3 For example& 9e provided sca88olding so that the students had an opportunity to continue speaking despite making a mistake3 Sca88olding included cognitive modeling& in 9hich explained the steps necessary 8or task completion3 Alternatively& prompts and <uestions 9ere provided in order to development #.2.3 +cceptin' the8oster needthe for self %ortho8 repair strategies in case o8 a :reakdo9n in communication3 protection Hehaviour that could :e considered a threat to these students; social image and a potential source o8 anxiety 9as avoided3 For example& in8ormation a:out students; test scores 9as kept private and 9as not announced to the 9hole classroom& 9hile port8olios 9ere used to evaluate their progress3 These measures aimed at reducing preoccupation 9ith 8ear o8 negative evaluation& 9hich can lead to 9ithdra9al 8rom activities that ?could increase their language skills@ #'regersen and Hor9it=& +))+: -,($3 #.2. Teacher immediac( Hoth ver:al #use o8 humor& use o8 students; 8irst names$ and nonver:al #eye contact& positive gestures$ types o8 immediacy :ehavior 9ere employed& since they can reduce anxiety and impact positively on motivation to learn #Christophel& .00)> Frymier& .00($3 #.2., !rovision of praise De soon reali=ed that praising these students in 8ront o8 their classmates 8or a minor accomplishment had a negative e88ect& since they considered it as an indication that the teacher had little con8idence in their a:ilities #Thompson& .001$3 As a result& non*ver:al praise #e3g3 a positive head o& movement$ 9as most o8ten (. E%aluation e&&ecti%eness o& used& instead o8 direct ver:al praise3 inter%entions The e88ectiveness o8 the interventions 9as assessed on the :asis o8 a$ students; 9illingness to participate in speaking tasks& and :$ language per8ormance in speaking activities at the end o8 the school term3 Dillingness to engage in speaking activities is considered important& :ecause unless students have ample opportunities to practice oral 8luency and accuracy skills& they 9ill not develop these skills3 To measure 9illingness& a classroom diary 9as kept in 9hich these students; 9illingness to participate in speaking tasks 9as recorded3 "esearch 8indings provided strong evidence that at the end o8 the school term these anxious students 9ere signi8icantly more 9illing to participate in speaking activities3 Apart 8rom :eing 9illing to participate& these students did not avoid eye contact 9ith the teacher& as they did at the :eginning o8 the school term3 Avoiding making eye contact 9ith the teacher is a typical non*ver:al reaction o8 anxious students #'regersen& +))($3 At the end o8 the school term& they 9ere looking directly at the teacher more o8ten and 8or more time3 Although non*ver:al communication is not as straight8or9ard encoded language& 9e attri:ute the change in eye contact patterns to the Dith respect to as English language speaking per8ormance& these students sho9ed improvement3 8act that they 8elt more relaxed& and eager to take part in speaking tasks3 De recorded the progress o8 these students and their per8ormance in speaking tasks3 !er8ormance 9as measured in terms o8 :oth accuracy and 8luency in a speaking test conducted at the end o8 the school term3 Although a similar speaking test 9as not conducted at the :eginning o8 the school improvement 9as evident 8or these students3 5ore speci8ically& mostterm& students; accuracy& their ?a:ility to produce grammatically correct sentences@ #"ichards& !latt& and De:er& .0A-: .)0$ increased& mainly in relation to the use o8 tenses and prepositions3 They still made errors& ho9ever& :ut in most instances this did not stop them trying tois& communicate3 Their 8rom 8luency& that ?natural language use@ #Hrum8it& .0A/: -,$ also increased3 At the end o8 the school year they exhi:ited many characteristics o8 8luency& such as increased a:ility to concentrate on content rather than 8orm& and increased conversational speed& compared to the :eginning o8 the school term3 They also sho9ed more <ualities o8 natural speech& such as more appropriate use o8 intonation and stress& a:ility to produce continuous speech 9ithout :reakdo9n o8 communication& 9hich& among others& are maFor parameters o8 language 8luency #"ichards& !latt& and De:er& .0A-: .)A*.)0$3 Finally& their tendency to revert to their mother tongue 9hen they encountered di88iculty

International Education Studies

%ovem:er& +))

disappeared almost completely3 nstead& they tried to express themselves in English& using gestures 9hen necessary& and they developed the strategy o8 asking the teacher 8or help3 De attri:ute the greater part o8 the improvement in speaking accuracy and 8luency to proFect 9ork& 9hich provided them 9ith ample opportunities to practice language in a ?natural@ setting& negotiate 8or meaning& and helped them to develop strategies on getting their message across despite language di88iculties3 n accordance 9ith 'regersen and Hor9it=& 9e 8ound that their suggestion that ?anxious students could :e taught to 8ocus on continuing a conversation as a goal in point& itsel8 9henever they make mistakes@& can :e 8acilitated :y proFect 9ork #'regersen and At this t9o points need to :e clari8ied3 First& the a:ove interventions do not constitute Hor9it=& +))+: -1)$3 ?ideal@ interventions to reduce 8oreign language speaking anxiety3 They are simply an attempt to move 8rom theory to practice& 8ocusing on a speci8ic learning situation3 n addition& it is not suggested that interventions 9ere necessarily success8ul3 For example& t9o students sho9ed minimal improvement in 9illingness to engage in speaking activities and their speaking per8ormance increased slightly3 t seems that more individuali=ed measures 9ere needed& since 9hat is e88ective 8or an anxious student may not :e necessarily e88ective 8or another3 ). *onclusion and pedagogical implications Teachers should realise that language learning& and particularly oral production& is a potentially stress8ul situation 8or some students& and that the ?tension and discom8ort related to language learning call 8or the attention o8 the language teaching pro8ession@ #Hor9it=& +)).: .++$3 The recommendations 9e make are congruent 9ith previous studies suggesting that teachers should not :e consider 9ithdra9n students as la=y& lacking in motivation& or having ?poor attitude@ #'regersen& +))(: ()$& 9hen in 8act they su88er 8rom anxiety3 nstead& they should identi8y anxious and makespeaking interventions to help them overcome 8oreign language anxiety #Aida& Hecauselearners 8oreign language anxiety in the English classroom may stem 8rom 8ear o8 .00/$3 making mistakes and the conse<uent 8ear o8 negative evaluation& and students; perception o8 lo9 a:ility in relation to their peers& 9e suggest that teachers may 9ant to consider the 8ollo9ing interventions3 First& teachers can incorporate proFect 9ork& :ecause it can provide anxious and non*anxious students alike 9ith a:undant opportunities to use language in a non* threatening context3 De argue that the 8irst step in reducing anxiety is to actually have students participate in speaking tasks3 Hecause students are more eager to participate in oral activities in small groups #Boung& .00)$& proFect 9ork can :e very help8ul3 Second& the creation o8 a 8riendly classroom atmosphere is important3 The case study presented in this article sho9ed that a supportive classroom atmosphere& in 9hich language errors are considered as natural in the process o8 language ac<uisition& 9ithout overcorrection 9hich can ?dra9 students; attention a9ay 8rom communication to9ard a 8ocus on 8orm and accuracy@ #'regersen& +))(: (.$& The 8inal conclusion is that and teachers need to assume the role o8 the researcher in their o9n can :e instrumental in helping anxious students overcome their perception o8 lo9 a:ility and classrooms3 He8ore employing strategies to help students overcome 8oreign language speaking 8ear o8 negative evaluation3 anxiety& 8oster motivation& and increase 8oreign language per8ormance& practitioners should get to kno9 their students& their attitudes to9ard oral production& and to shed light into the reasons that underlie their lo9 per8ormance and their un9illingness to engage in speaking activities3 t is suggested that ?teacher as a researcher@ approach is an invalua:le tool3 Such an approach& 9hich :rings together theory and practice& can have positive e88ects :oth on the pro8essional development e&erences o8 English teachers and on students; anxiety levels& motivation and language ac<uisition3 Aida& B 3 #.00/$3 Examination o8 Hor9it=& Hor9it=& and Cope;s construct o8 8oreign language anxiety: The case o8 students o8 Iapanese3 -odern .an'ua'e /ournal* 1A& .--*.,A3 Alderman& 53 43 #+))/$3 -otivation for +chievement3 5ah9ah %I: La9rence Erl:aum3 Hrophy& I3 #+))/$3 -otivatin' Students to .earn3 %e9 Iersey: La9rence Erl:aum Associates3 Hrum8it& C3 #.0A/$3 0ommunicative methodolo'( in lan'ua'e teachin'1 The roles of fluenc( and accurac(3 Cam:ridge: Cam:ridge 6niversity3 Cheng& B3& E3 43 Hor9it=& J 73 L3 Schallert3 #.000$3 Language Anxiety: 7i88erentiating Driting and Components3 .an'ua'e .earnin'* /0& /.1*//,3 Christophel& 73 #.00)$3 The relationships among Speaking teacher immediacy :ehaviours& student motivation& and learning3 0ommunication Education* (0& (+(*(/)3 7en=in& %3 43& J B 3 S3 Lincoln3 #.00/$3 2and&ook of 3ualitative Research3 Thousand Oaks: Ely& C3Sage3 53 #.0A,$3 An analysis o8 discom8ort& risktaking& socia:ility& and motivation in the L+ classroom3 .an'ua'e .earnin'* (,& .*+-3 7Krnyei& L3 #+)).$3 -otivational Strate'ies in the .an'ua'e 0lassroom3 Cam:ridge: Cam:ridge 6niversity !ress3

Col3 +& %o3 /

International Education Studie

-odern .an'ua'e /ournal& 1-& /+,*/(13

Frymier& A3 #.00($3 The impact o8 teacher immediacy on students; motivation: s it the same 8or all 0ommunication Education* /.& /-/*/,/3 'ardner& "3 C3& I3 H3 7ay& J !3 73 5ac ntyre3 #.00+$3 studentsE3 ntegrative motivation& induced anxiety& and language learning in a controlled environment3 Studies in Second .an'ua'e +cquisition& ./: .01*+./3 'regersen& T3 S3 #+))($3 To Err s Human: A "eminder to Teachers o8 Language*Anxious Students3 .an'ua'e Forei'n +nnals* (,& .& +-*(+3 'regersen& T3& J E3 43 Hor9it=3 +))+3 Language Learning and !er8ectionism: Anxious and %on*Anxious Language Learners; "eactions to Their O9n Oral !er8ormance3 The -odern .an'ua'e /ournal* A,& /& -,+*-1)3 Hor9it=& E3 43 #.0A,$3 !reliminary evidence 8or the relia:ility and validity o8 a Foreign Language Anxiety Scale3 TES4. 3uarterl(* +)& (& --0M-,+3 Hor9it=& E3 43 #+)).$3 Language anxiety and achievement3 +nnual Revie% of +pplied .in'uistics* +.& ..+*.+,3 Hor9it=& E3& 53 Hor9it=& J I3 A3 Cope3 #.0A,$3 Foreign language classroom anxiety3 -odern .an'ua'e /ournal* 1)& .+-*.(+3 4itano& 43 #+)).$3 Anxiety in the College Iapanese Language Classroom3 The -odern .an'ua'e /ournal* A-& -/0*-,,3 Lee& 3 #+))+$3 !roFect 9ork made easy in the English classroom3 0anadian -odern .an'ua'e Revie%& -0& +A+*+0)3 Light:o9n& !3& J %3 Spada3 #.000$3 2o% .an'ua'es are .earned. 5+nd ed3$3 Ox8ord: Ox8ord 6niversity !ress3 5ac ntyre& !3 73& J "3 C3 'ardner3 #.00.$3 and second languages3 .an'ua'e .earnin'* /.& -.(* Language anxiety: ts relation to other anxieties and to processing in native 5ac ntyre& !3 73& 43 A3 %oels& J "3 Clement3 #.001$3 Hiases in Sel8*"atings o8 Second language -(/3 !ro8iciency: The "ole o8 Language Anxiety3 .an'ua'e .earnin'* /1& +,-*+A13 !atton& 53 G3 #+))+$3 3ualitative Research and Evaluation -ethods3 #(rd ed3$3 6nited States o8 America: Sage3 "ichards& I3 C3& I3 !latt& J H3 De:er3 #.0A-$3 .on'man dictionar( of applied lin'uistics3 London: Longman3 Thompson& T3 #.001$3 7o 9e need to train teachers ho9 to administer praiseE Sel8* 9orth theory says do3 .earnin' and Instruction* 1& 9e /0*,(3 Boung& 73 I3 #.00)$3 An investigation o8 Students; !erspectives on Anxiety and Speaking3 Forei'n .an'ua'e +nnals* +(& -(0*--(3 Boung& 73 I3 #.00.$3 Creating a lo9*anxiety classroom environment: Dhat does language anxiety research suggestE3