Anxiety and Speaking English as a Second Language

Autor/in	Woodrow, Lindy
Titel	Anxiety and Speaking English as a Second Language
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 37 (2006) 3, S.308-328 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/0033688206071315
Schlagwörter	Speech Communication; Second Language Learning; Measures (Individuals); Program Effectiveness; Factor Analysis; Foreign Countries; Interference (Language); Native Speakers; English for Academic Purposes; Anxiety; Oral Language; Advanced Students; Interviews; English (Second Language); Asians; Ethnic Groups + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Messdaten; Faktorenanalyse; Ausland; Muttersprachler; Angst; Oral interpretation; Mündlicher Sprachgebrauch; Fortgeschrittener; Interviewing; Interviewtechnik; English as second language; English; Second Language; Englisch als Zweitsprache; Asian; Asiat; Asiatin; Asiaten; Asiate; Ethnie
Abstract	Second language anxiety has a debilitating effect on the oral performance of speakers of English as a second language. This article describes a research project concerning the conceptualization of second language speaking anxiety, the relationship between anxiety and second language performance, and the major reported causes of second language anxiety. The participants in this study were advanced English for academic purposes (EAP) students studying on intensive EAP courses immediately prior to entering Australian universities (N = 275). The second language speaking anxiety scale (SLSAS) was developed for the study. This instrument provided evidence for a dual conceptualization of anxiety reflecting both oral communication within and outside the language learning classroom. The scale was validated using confirmatory factor analysis. The analysis indicated second language speaking anxiety to be a significant predictor of oral achievement. Reported causes of anxiety were investigated through interviews. The results indicate that the most frequent source of anxiety was interacting with native speakers. Evidence for two types of anxious language learner emerged; retrieval interference and skills deficit. There was an indication from the study that English language learners from Confucian Heritage Cultures (CHCs), China, Korea and Japan were more anxious language learners than other ethnic groups. (Contains 7 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10