A Study of Language Anxiety among English Language Learners in Saudi Arabia

Autor/in	Hakim, Badia Muntazer
Titel	A Study of Language Anxiety among English Language Learners in Saudi Arabia
Quelle	In: Arab World English Journal, 10 (2019) 1, S.64-72 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Hakim, Badia Muntazer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-9327
Schlagwörter	Anxiety; Social Status; Second Language Learning; Second Language Instruction; English (Second Language); Student Attitudes; Foreign Countries; Oral Language; Learning Problems; Cultural Differences; Teaching Methods; Teacher Role; Language Teachers; Barriers; College Students; Social Environment; Saudi Arabia + Suchen Sie Ihr Suchwort? Angst; Sozialer Status; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Schülerverhalten; Ausland; Oral interpretation; Mündlicher Sprachgebrauch; Lernproblem; Kultureller Unterschied; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerrolle; Language teacher; Sprachunterricht; Collegestudent; Soziales Umfeld; Saudi-Arabien
Abstract	Classroom anxiety is a recurrent phenomenon for language learners. There are various factors that cause language anxiety, the most common of which include learners' excessive self-consciousness and self-awareness concerning their oral reproduction and performance and their peculiar, and quite often misplaced and mistaken, views and beliefs regarding different approaches. Other potential reasons for this problem could include the fear, and the consequent deterrence occasioned thereof, of encountering difficulties in language learning, specifically learners' individual problems regarding the culture of the target language and the varying social statuses of speakers. The most important fear is, perhaps, the deterrent fear of causing damage to one's self-identity. Therefore, while needing to paying special attention to language learners' anxiety reactions, language teachers have a crucial role in helping their students achieve the expected performance goals in the target language. Another factor that could potentially lead to language anxiety is simply the poor command of the target language. This problem could be attributed to linguistic barriers and obstacles language learners encounter in learning and using the target language. In the current study, using a qualitative, semi-structured interview and the focus-group discussion technique, the researcher aims to investigate the factors that contribute to language anxiety among Arab language learners. It focuses on learners both within the classroom setting and without, i.e. in the social context, and recommends a number of approaches to manage and overcome this problem. (As Provided).
Anmerkungen	Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01