5 Foreign language classroom anxiety scale - IS MU

Masaryk University Faculty of Arts Department of English and American Studies English Language and Literature Michaela Polónyová Foreign language spoken performance anxiety Master's Diploma Thesis Supervisor: PhDr. Kate?ina Tomková, Ph.D. 2014 I declare that I have worked on this thesis independently, using only the primary and secondary sources listed in the
bibliography.
..................................................... Author's signature Acknowledgement
Foremost, I would like to express my sincere gratitude to my thesis
advisor PhDr. Kate?ina Tomková, Ph.D. for her continuous support of my
thesis, for her patience, motivation, enthusiasm, and knowledge. Her
guidance, insightful comments, advice and expertise helped me greatly in
writing of this thesis. Of course, this project would not have been possible without the
participation of the subjects. I would like to express my sincere thanks to
all who made my research possible. Last but not the least I would like to thank my family for their
unconditional support. Pod?kování
Nejprve bych ráda pod?kovala vedoucí mé diplomové práce PhDr. Kate?in?
Tomkové, Ph.D. za její podporu, trp?livost, motivaci, nad?ení a v?domosti.
Její vedení, zasv?cené komentá?e, rady a zku?enosti mi velmi pomohly p?i
psaní této práce. Tento projekt by samoz?ejm? nebyl mo?ný bez ú?astník? výzkumu, kterým
bych cht?la velmi pod?kovat za to, ?e mi pomohli tento výzkum umo?nit. V neposlední ?ad? bych cht?la pod?kovat mé rodin? za podporu.
TABLE OF CONTENTS 1 INTRODUCTION 1 1.1 The outline and objectives of this work 2 1.2 Hypotheses 5 1.3 Motivation for the study of foreign language classroom anxiety
6 1.4 Methods 7 2 ANXIETY AND COMMUNICATION APPREHENSION 9 2.1 Concept of anxiety: General perspective 9 2.1.1 State and trait anxiety concepts 11 2.1.2 Facilitating and debilitating anxiety concepts 12 2.1.3 Communication apprehension concept 13 2.1.4 Detecting and measuring anxiety 15 3 FOREIGN LANGUAGE ANXIETY 18 3.1 General introduction to the issue of foreign language anxiety
18 3.1.1 Effects of foreign language anxiety in language learning
20 3.1.2 Foreign language anxiety and language skills 22 3.2 The three performance anxieties 24 3.2.1 Communication apprehension 24 3.2.2 Test anxiety 26 3.2.3 Fear of negative evaluation 27 3.3 Young's six factors 28 3.3.1 Personal and interpersonal anxieties 28 3.3.2 Learner beliefs about language learning 29 3.3.3 Instructor beliefs about language learning 30 3.3.4 Instructor-learner interactions 30 3.3.5 Classroom procedures 31 3.3.6 Language testing 31 3.4 Three stages of language learning 32 3.4.1 The input stage 33 3.4.2 The processing stage 33 3.4.3 The output stage 34 4 EMOTIONS IN RELATION TO ORAL PERFORMANCE 35 4.1 English language prosody 36 4.1.1 Paralinguistic features 37 4.1.2 Prosodic features 38 4.2 Vocal cues of anxiety in speech 43 4.2.1 Prosodic features of anxiety 45 5 FOREIGN LANGUAGE CLASSROOM ANXIETY SCALE 48 5.1 FLCAS overall results 49 5.2 Individual FLCAS results 55 5.2.1 Kate?ina 57 5.2.2 Rostislav 59 5.2.3 Marie 62 5.2.4 Petr 64 5.2.5 Alena 67 5.2.6 Daniel 69 5.2.7 Anna 71 5.3 Summary of individual FLCAS results 73 6 RECORDINGS 75 6.1 Analyses of the recordings 76 6.2 Kate?ina: S1H & S1E recordings 78 6.3 Rostislav: S2H & S2E recordings 81 6.4 Marie: S3H & S3E recordings 85 6.5 Petr: S4H & S4E recordings 89 6.6 Alena: S5H & S5E recordings 92 6.7 Daniel: S6H & S6E recordings 97 6.8 Anna: S7H & S7E recordings 101 6.9 Recordings: Summary of results 106 7 CONCLUSION 109 8 REFERENCES 117 9 APPENDICES 123 9.1 Appendix A: Influence of motivation and self-efficacy on anxiety
123 9.1.1 Motivation 124 9.1.2 Self-efficacy 126 9.2 Appendix B: Pedagogical implications focusing on reduction of
foreign language classroom anxiety 128 9.3 Appendix C: Foreign language classroom anxiety scale 131 9.4 Appendix D: Answer sheets from the individual participants 134 9.4.1 Student no. 1 134 9.4.2 Student no. 2 135 9.4.3 Student no. 3 136 9.4.4 Student no. 4 137 9.4.5 Student no. 5 138 9.4.6 Student no. 6 139 9.4.7 Student no. 7 140 9.5 Appendix E: Transcript of exam and home recordings, CD material
141 9.5.1 S1E 141 9.5.2 S1H 141 9.5.3 S2E 142 9.5.4 S2H 143 9.5.5 S3E 144 9.5.6 S3H 145 9.5.7 S4E 145 9.5.8 S4H 146 9.5.9 S5E 147 9.5.10 S5H 147 9.5.11 S6E 148 9.5.12 S6H 149 9.5.13 S7E 149 9.5.14 S7H 150 9.6 CD 151 10 RÉSUMÉ (ENGLISH) 152 11 RÉSUMÉ (CZECH) 153 LIST OF FIGURES, TABLES Figure 1 S1H short: Pitch and Intensity Contour 88
Figure 2 S1E short: Pitch and Intensity Contour 88
Figure 3 S2H short: Pitch and Intensity Contour 92
Figure 4 S2E short: Pitch and Intensity Contour 92
Figure 5 S3H short: Pitch and Intensity Contour 96
Figure 6 S3E short: Pitch and Intensity Contour 96
Figure 7 S4H short: Pitch and Intensity Contour 99
Figure 8 S4E short: Pitch and Intensity Contour 100
Figure 9 S5H short: Pitch and Intensity Contour 104
Figure 10 S5E short: Pitch and Intensity Contour 104
Figure 11 S5H short: Pitch and Intensity Contour 108
Figure 12 S5E short: Pitch and Intensity Contour 108
Figure 13 S6H short: Pitch and Intensity Contour 114
Figure 14 S6E short: Pitch and Intensity Contour 114
Table 1 List of students' names and assigned number 58
Table 2 FLCAS items 59
Table 3 Descriptive Statistics for Foreign Language Classroom Anxiety Scale
65
Table 4 S1H and S1E values 88
Table 5 S2H and S2E values 91
Table 6 S3H and S3E values 94
Table 7 S4H and S4E values 98
Table 8 S5H and S5E values 102
Table 9 S6H and S6E values 107
Table 10 S7H and S7E values 110
Table 11 Summary of results of all the study participants 116 introduction It can certainly be agreed that some aspects of our lives are so
crucial that only hardly could we do without them. Among these aspects are
such that have been evolving probably since the very beginning of human
society, and maybe because of this, have adapted and as a result have taken
so many varied forms across the cultures but always serve similar
functions. They have been intensively studied, analysed, theorized about
but still again and again brought into attention and subjected to further
questioning. Yet, many of these aspects have not been fully accounted for
and quite often it happens that the more has been found about them, the
more questions arise. This work has been designed to interrelate two
fundamental features that on one hand divide societies and on the other
unite them again. These two aspects are language and emotions. The author
of the present work hopes to illustrate how their relation is modified by
the developmental necessities, i.e. stemming from the need of societies and
cultures to mutually share experiences via different languages. This need
for communication has brought about uncountable issues, among which is also
the one treated by this thesis. Maybe only intuitively but still one can
assume that humans as being with feelings are affected by their
environment, from macro and micro perspectives and also by relations one
has with the society of which he or she is member as well as his or her
relation to 'the others'. We cannot deny that a rainy day, a dispute or
outcome of presidential elections evoke many feelings, often quite a mix of
them. But still, even when under the influence of such affective states,
one needs to function normally which means one still needs to communicate.
And sometimes it happens that we need to use means of communication that is
not our native one. This leads us to question the extent of influence of
emotions on daily lives, on daily communication. Another integral element of a human life is learning. It could be said
that people learn all the time. Individuals learn from interaction with
surroundings, from personal experiences as well as those handed down by
parents, friends and last but not least, teachers. Learning is supposed to
make people more adapt and prepared for future lives, to enhance chances to
succeed in whatever the meaning of life is. Individual's chances are also
increased with ability to communicate not only in mother tongue but also in
a foreign language. Many people study languages for countless reasons but
not all feel comfortable, motivated or equally successful to their peers. The aim of this thesis is to shed light onto the question whether the
way individuals fe