Essay
Research Writing
- Course
- Institution
Essay of 17 pages for the course Research Writing at HvA (Research Writing)
[Show more]
Seller
Follow
dons
Reviews received
Content preview
RESEARCH WRITING.FOREIGN LANGUAGE
ANXIETY
AMSTERDAM UNIVERSITY OF
APPLIED SCIENCES (AUAS)
FACULTY OF EDUCATION
ENGLISH TEACHER TRAINING
PROGRAMME
FROUKJE WINKELHORST
15-01-2021
,TABLE OF CONTENTS
INTRODUCTION...................................................................................................2
METHODS............................................................................................................4
FINDINGS.............................................................................................................5
ANALYSIS.............................................................................................................8
CONCLUSION AND RECCOMENDATIONS......................................................10
ANNOTATED BIBLIOGRAPHY..........................................................................11
REFERENCE LIST.............................................................................................14
APPENDIX..........................................................................................................15
1
, INTRODUCTION
It is widely assumed that the first language (L1) of a learner could be a crucial aspect that
affects learners’ anxiety in the foreign language classroom, as being exposed to a language
more often, results in familiarization with this certain language (Tanveer, 2008). According to
Hashemi (2011), anxiety is defined as a feeling of apprehension, tension and nervousness
associated with, for instance, muscle tension and avoidance behaviour. However, anxiety is
categorised in three types: trait anxiety, state anxiety and situation-specific anxiety (Hashemi,
2011), where trait anxiety is linked to personality traits, whereas state anxiety can be defined
as a response to an anxiety-provoking stimulus, such as an exam, and situation-specific
anxiety refers to a specific situation, such as public speaking. Furthermore, other than the
learners’ attitude and motivation, anxiety has been found to be one of the most negatively
influential affective factors to their process of learning (Park & Lee, 2005). According to Cheng
(2001), this anxiety emerges as an issue of increasing prominence. However, this foreign
language anxiety (FLA) has been found to have a frequent occurrence amongst learners
learning a new language (Hashemi, 2011).
FLA is said to be negatively related to the learners’ performance in class, as the feeling of
apprehension prevents them from proficiently learning this foreign language (FL). This
experience of distress undoubtedly stems from the learners’ lack of confidence (Hashemi,
2011), due to their fear of making mistakes and appearing incompetent in the consideration of
others (Horwitz, 1986). In order to cope with this agony, it is imperative to acknowledge to
what extent L1 affects FLA, as unfamiliarity with the FL has been found to be provoking for
FLA (Tanveer, 2008). Therefore, the research question of this presented article is: To what
extent does the learner’s L1 affect his/her FLA when learning English in an intermediate
vocational education classroom at ROC-TOP in Amsterdam?
This inquiry has two sub-questions:
- What types of anxieties are experienced by the learners learning English as their L2 in
this FL classroom?
- Which L1 experiences the highest degree of anxiety with learning English as their L2 in
this FL classroom?
The primary hypothesis of this research is that the learner’s L1 could be a major influential
affective factor to his/her FLA, as “A common observation is that bilingual immigrant children
perform worse in their new (or additional) language than their monological peers in language
2
The benefits of buying summaries with Stuvia:
Guaranteed quality through customer reviews
Stuvia customers have reviewed more than 700,000 summaries. This how you know that you are buying the best documents.
Quick and easy check-out
You can quickly pay through credit card or Stuvia-credit for the summaries. There is no membership needed.
Focus on what matters
Your fellow students write the study notes themselves, which is why the documents are always reliable and up-to-date. This ensures you quickly get to the core!
Frequently asked questions
What do I get when I buy this document?
You get a PDF, available immediately after your purchase. The purchased document is accessible anytime, anywhere and indefinitely through your profile.
Satisfaction guarantee: how does it work?
Our satisfaction guarantee ensures that you always find a study document that suits you well. You fill out a form, and our customer service team takes care of the rest.
Who am I buying these notes from?
Stuvia is a marketplace, so you are not buying this document from us, but from seller dons. Stuvia facilitates payment to the seller.
Will I be stuck with a subscription?
No, you only buy these notes for $7.50. You're not tied to anything after your purchase.
Can Stuvia be trusted?
4.6 stars on Google & Trustpilot (+1000 reviews)
70055 documents were sold in the last 30 days
Founded in 2010, the go-to place to buy study notes for 14 years now