Oral Expression and Anxiety in Learning Spanish as a Foreign Language
DOI:
https://doi.org/10.55707/ds-po.v40i2.167Keywords:
oral expression, anxiety, foreign language, FLCAS, SpanishAbstract
In this paper, we present the results of a study on the role of anxiety in the learning of Spanish as a foreign/second language (FL/L2), particularly in the development of oral language skills. We were interested in what types of anxiety are more or less pronounced in Slovenian secondary school students when learning Spanish as a foreign/second language (FL/L2). We were also interested in the differences in anxiety when learning Spanish depending on the students' gender, their level of Spanish and the number of foreign languages they learn. The 491 Slovenian students learning Spanish as FL/L2 completed a modified Foreign Language Classroom Anxiety Scale (FLCAS). They also assessed the degree of relaxation during different types of oral expression tasks, which were developed based on an analysis of tasks in textbooks for teaching Spanish as a foreign language in Slovenian secondary schools. The results of the study show that the most pronounced dimensions of anxiety in learning Spanish are test anxiety and fear of negative evaluation. Girls expressed more test anxiety than boys. Students reported feeling least relaxed in oral expression tasks that involved presenting a topic in front of an audience and most relaxed and least anxious in oral expression tasks that involved games. Finally, we present some ideas on how to reduce anxiety about oral expression in FL/L2.
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