Language Anxiety Caused by the Single Mode of Instruction in Multilingual Classrooms: The Case of African Language Learners

Autor/in	Madonsela, S.
Titel	Language Anxiety Caused by the Single Mode of Instruction in Multilingual Classrooms: The Case of African Language Learners
Quelle	In: Africa Education Review, 12 (2015) 3, S.447-459 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2015.1110910
Schlagwörter	African Languages; Anxiety; Communication (Thought Transfer); Language Usage; Academic Achievement; Language of Instruction; Multilingualism; Second Language Learning; English (Second Language); Teaching Methods; Learning Processes; Personal Autonomy; Foreign Countries; Second Language Instruction; South Africa + Suchen Sie Ihr Suchwort? Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Angst; Communication; thought; Kommunikation; Gedanke; Sprachgebrauch; Schulleistung; Teaching language; Unterrichtssprache; Mehrsprachigkeit; Multilingualismus; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Individuelle Autonomie; Ausland; Fremdsprachenunterricht; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The capacity to use language is unique from one individual to another. This could also depend on the individual's exposure to a language. This article aims to contribute to the growing area of research on language anxiety by exploring the extent to which language anxiety affects learners' performance in learning in multilingual classrooms, especially African learners who are learning English as a second language. Learners, especially in the Intermediate Phase in South Africa who are learning in a second language for the first time, may experience a certain level of anxiety because that language is foreign to them. The discussion idea is further advanced by exploring the use more than one language in teaching in order to promote learner autonomy in the learning process. The conclusion will try to provide possible means to deal with language anxiety amongst learners in order to improve learner performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01