Speaking Anxiety in a Foreign Language Classroom in Kazakhstan
By Ziash Suleimenova. 2013
128 citations recorded by the source corpus.
Abstract As I reviewed the literature and deepened on research methodology principles, I used the original study as a starting point to voice Kazakh anxious language learners out about the issue. The given research conducted on speaking anxiety revealed that students have extremely negative experiences with speaking activities in a foreign language class. All the instruments used to investigate the problem of speaking anxiety were considerably helpful. Important measures should be taken to try to minimize its negative effects. Increased speaking anxiety levels in Kazakhstani high school students can be attributed to a variety of factors. One attributing factor may be related to the fact that the Kazakhstani educational system is not designed to increase the communicative competence of students. Therefore, many students experience a feeling of uneasiness and anxiety when having to speak in the foreign language.
Subfields: Language and Linguistics, Social Psychology
View Paper: https://www.semanticscholar.org/paper/a7578255f81463d6125167e80049f3954e7e18d2
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
In Social Psychology
Citations in the corpus
- Exploring Emotions in Language Teaching (2020, background): “(Hashimi, 2011; Mendez, 2017; Suleimenova, 2013) However, apart from in studies of language anxiety, emotions in the language classroom received relatively little attention within applied linguistics until the work of researchers such as Dornyei, Macintyre, and Dewaele revitalized the study of…”