The Relationships between Social Class, Listening Test Anxiety and Test Scores

Autor/in	Rezaabadi, Omid Talebi
Titel	The Relationships between Social Class, Listening Test Anxiety and Test Scores
Quelle	In: Advances in Language and Literary Studies, 7 (2016) 5, S.147-156 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	Correlation; Social Class; Teaching Methods; Test Anxiety; Communication (Thought Transfer); Measures (Individuals); Likert Scales; Second Language Learning; English (Second Language); Language Tests; Listening Comprehension Tests; Scores; Foreign Countries; Questionnaires; Physiology; Statistical Analysis; Iran; Foreign Language Classroom Anxiety Scale; International English Language Testing System + Suchen Sie Ihr Suchwort? Korrelation; Social classes; Soziale Klasse; Teaching method; Lehrmethode; Unterrichtsmethode; Examination phobia; Testangst; Prüfungsangst; Communication; thought; Kommunikation; Gedanke; Messdaten; Likert-Skala; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest; Hörverstehensübung; Ausland; Fragebogen; Physiologie; Statistische Analyse; Language tests; Englisch
Abstract	This study investigated the relationships between the social anxiety, social class and listening-test anxiety of students learning English as a foreign language. The aims of the study were to examine the relationship between listening-test anxiety and listening-test performance. The data were collected using an adapted Foreign Language Listening Anxiety Scale and a newly developed Foreign Language Social Anxiety Scale. The potential correlation between social anxiety and listening-test performance was investigated by the correlation coefficient r[subscript xy]. A moderate positive correlation was found between students' social class and social anxiety. The results suggest that pedagogical methods suggested to lessen this anxiety were effective. There was also a clear relationship between social anxiety, listening-test anxiety and listening performance. This exploratory research has several pedagogical implications. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01