Unveiling the Needs of Students Who Stutter in the Language Skills -- A Study on Anxiety and Stuttering in EFL Learning

Autor/inn/en	García-Pastor, María Dolores; Miller, Ronan
Titel	Unveiling the Needs of Students Who Stutter in the Language Skills -- A Study on Anxiety and Stuttering in EFL Learning
Quelle	In: European Journal of Special Needs Education, 34 (2019) 2, S.172-188 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2019.1581400
Schlagwörter	Stuttering; Student Needs; English (Second Language); Second Language Learning; Second Language Instruction; Phenomenology; Control Groups; Anxiety; Speech Communication; Language Skills; Communication (Thought Transfer); Student Attitudes; Oral Reading; Foreign Countries; Adolescents; Adults; Young Adults; Measures (Individuals); Spain + Suchen Sie Ihr Suchwort? Stammer; Stottern; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Phenomenological psychology; Phänomenologie; Psychologie; Angst; Language skill; Sprachkompetenz; Communication; thought; Kommunikation; Gedanke; Schülerverhalten; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Ausland; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Young adult; Junger Erwachsener; Messdaten; Spanien
Abstract	The aim of this study is to discuss the needs of learners who stutter (LWS) in the skills of speaking, listening, reading, and writing in English as a foreign language (EFL) learning based on their levels of anxiety, and their experiences as individuals who stutter in the process of learning this language. To this end, the anxiety of these students (n = 16) in the foreign language was measured using the Foreign language classroom anxiety scale (FLCAS), and the Specific language skills anxiety scale (SLSAS), whilst their experiences were elicited through semi-structured interviews. Their foreign language anxiety (FLA) levels were then compared to those obtained from a control group of non-stuttering learners (n = 16), and interview content was scrutinised mainly using Interpretive Phenomenological Analysis (IPA). LWS scored significantly higher in FLA and speaking anxiety than the control group; however, no significant differences were found between both groups in other language skills. Findings from the qualitative study also indicated that reading aloud was highly problematic for these learners. Suggestions to attenuate anxiety in LWS are offered to educators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01