Exploring the Relationship between Language Learning Beliefs and Foreign Language Classroom Anxiety

Autor/inn/en	Palinkaševic, M. A. Radmila; Brkic, M. A. Jovana
Titel	Exploring the Relationship between Language Learning Beliefs and Foreign Language Classroom Anxiety
Quelle	In: Research in Pedagogy, 10 (2020) 2, S.367-384 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2217-7337
Schlagwörter	Communication (Thought Transfer); Likert Scales; Anxiety; Measures (Individuals); Second Language Learning; Second Language Instruction; Correlation; Student Attitudes; Preschool Teachers; Teacher Education Programs; Positive Attitudes; Attitude Change; Teaching Methods; Foreign Countries; Serbia; Foreign Language Classroom Anxiety Scale + Suchen Sie Ihr Suchwort? Communication; thought; Kommunikation; Gedanke; Likert-Skala; Angst; Messdaten; Zweitsprachenerwerb; Fremdsprachenunterricht; Korrelation; Schülerverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Attitudinal change; Einstellungsänderung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Serbien
Abstract	Language learning beliefs and foreign language classroom anxiety present two extremely important factors in language learning. This paper explores these two factors and their complex relationship in students at the Preschool Teacher Training College in Vrsac and Teacher Training Faculty in Belgrade (Vrsac campus). Both quantitative and qualitative research models were implemented in the study. The quantitative analysis used BALLI (Beliefs about Language Learning Inventory) and FLCAS (Foreign Language Classroom Anxiety Scale) as instruments, and latter implemented a correlational analysis to see which language learning beliefs had a strong connection with anxiety levels. Ten language learning beliefs showed a significant correlation with foreign language classroom anxiety levels. These beliefs were placed into five belief categories which were used as a starting point in the qualitative analysis. For the qualitative analysis language learning histories were used. The process produced two additional language belief categories which showed a strong connection with foreign language classroom anxiety. The research proposes which language learning beliefs teachers should first promote in order to establish a positive attitude towards language learning without high levels of anxiety along with other suggestions for the change and promotion of language learning beliefs and the lowering of classroom anxiety. (As Provided).
Anmerkungen	Preschool Teacher Training College "Mihailo Palov" and Serbian Academy of Education in Belgrade. Omladinski Trg 1, Vrsac, 26300 Serbia. Tel: +381-832517; Fax: +381-832517; Web site: http://research.rs
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01