The Relationship between Language Learners' Anxiety and Learning Strategy in the CLT Classrooms.

By Kun-huei Wu. 2010

135 citations recorded by the source corpus.

This paper intends to explore how Taiwanese students perceive the relationship between their language learning strategy and anxiety in the foreign language classroom. Due to their previous learning experience, most of the participants hold an unfavorable attitude toward a grammar-translation teaching approach. Consequently, learner-centered instruction has been widely accepted and acknowledged as a welcome concept and feasible teaching approach in the English Foreign Language (EFL) context. To improve the proficiency of language learners in EFL classrooms, it is very important to take into account the need of the learners. The present study utilizes Foreign Language Classroom Anxiety Scale (FLCAS) and Communicative Language Teaching Attitude Scale (COLTAS) to examine the participants’ perceptions about learning English. The results indicate that most of the participants express a favorable attitude toward the Communicative Language Teaching (CLT) approach; however, they also reveal their high level of anxiety in the language classroom. Language anxiety is usually reported to have adverse effects on the learning of a second language. It is the language instructors’ mission to accelerate the language learning of their students. One way is to teach students how to learn more effectively and efficiently. Language learning strategies (LLS) are procedures that learners can use to facilitate learning. Both teachers and students should develop an awareness of the learning process and strategies that lead to success. The ultimate goal of this paper is to analyze the factors that affect the participants’ learning strategies and their language anxiety, and offer some pedagogical suggestions.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/84e537579ee46dd7e6b7a1ef3ff754ca85578a6c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. Ibrahim Oteir
2. A. Al-Otaibi
3. Elaldı Şenel
4. C. Sutarsyah
5. Fakieh Alrabai
6. Abdullah Alamer

In Literature and Literary Theory

1. Ibrahim Oteir
2. A. Al-Otaibi
3. Elaldı Şenel
4. C. Sutarsyah
5. Fakieh Alrabai
6. Abdullah Alamer

Citations in the corpus

• Foreign language anxiety of students studying English Language and Literature: A Sample from Turkey (2016, background): “Anxiety has been a matter of considerable interest in language education setting for educators since it is a major obstacle to foreign language learning that the learners need to overcome (Wu, 2010; Zheng, 2008).”
• A Model of Foreign Language Anxiety in the Saudi EFL Context (2014, background): “Wu (2010) pointed out that one of the striking reasons for learner reticence in EFL contexts was the lack of experience in speaking English because most L2 learners communicate in their mother language outside of the classroom.”
• An Analysis of Student’s Speaking Anxiety and its Effect on Speaking Performance (2017, background): “However, it has been a matter of considerable interest in language education setting for educators since it is a major obstacle to foreign language learning that the learners need to overcome (Wu, 2010; Zheng, 2008).”
• Foreign Language Anxiety: A Systematic Review (2019, background): “Language researchers almost agree that anxiety emerged from language learning process is one of the most primary obstacles that English as a Foreign Language (EFL) learners encounter when learning a foreign language (Alrabai, 2014; Wu, 2010).”