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dc.contributor.authorNilsson, Maria
dc.date.accessioned2019-04-03T08:49:20Z
dc.date.available2019-04-03T08:49:20Z
dc.date.issued2019
dc.identifier.citationNilsson, M. (2019). Foreign language anxiety : the case of young learners of English in Swedish primary classrooms. <em>Apples : Journal of Applied Language Studies</em>, 13 (2), 1-21. <a href="https://doi.org/10.17011/apples/urn.201902191584">doi:10.17011/apples/urn.201902191584</a>
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/63363
dc.description.abstractAlthough foreign language anxiety is a widely studied construct assumed to develop from negative experiences of language instruction, few researchers have focused on young learners in this regard. This multiple case study investigates levels and triggers of language anxiety in Swedish primary classrooms under rather favorable learning conditions with a supportive, non-competitive atmosphere, and without formal knowledge requirements or grades. A total of 225 learners, aged 8–12, studying English as their first foreign language completed a self-report questionnaire, a modified version of the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986), eliciting learners’ reactions to oral classroom participation. Foreign language anxiety was found along a continuum among learners. To investigate similarities and differences among students of differing anxiety levels, they were grouped into three categories: low, medium and high anxiety. The high anxiety group included 18.2% of learners, and for most of them, this anxiety was situation-specific and closely related to their own oral performance during English lessons. However, many classroom situations triggered language anxiety in other learners as well. It may therefore be advisable for teachers to reflect on common classroom practices that induce anxiety, rather than viewing language anxiety as a disadvantageous characteristic of individual learners. The results call for in-depth studies of classroom contexts where language anxiety develops. More over, the study’s contribution encompass new perspectives on research methodology with respect to young learners and in relation to foreign language anxiety.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherCentre for Applied Language Studies, University of Jyväskylä
dc.relation.ispartofseriesApples : Journal of Applied Language Studies
dc.rightsCC BY 4.0
dc.subject.otherprimary language education
dc.subject.otherquestionnaire adaptation
dc.subject.otherclassroom participation
dc.subject.otheryoung language learners
dc.subject.otherFLCAS
dc.titleForeign language anxiety : the case of young learners of English in Swedish primary classrooms
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201902191584
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2019-04-03T08:49:20Z
dc.description.reviewstatuspeerReviewed
dc.format.pagerange1-21
dc.relation.issn1457-9863
dc.relation.numberinseries2
dc.relation.volume13
dc.type.versionpublishedVersion
dc.rights.copyright© Authors, 2019
dc.rights.accesslevelopenAccess
dc.format.contentfulltext
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.17011/apples/urn.201902191584


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