How to Cope with Foreign Language Speaking Anxiety Effectively? The Case of University Students in China.

Autor/in	He, Deyuan
Titel	How to Cope with Foreign Language Speaking Anxiety Effectively? The Case of University Students in China.
Quelle	In: Electronic journal of foreign language teaching, 14 (2017) 2, S. 159-174 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Anhang; Tabellen 2
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0219-9874
Schlagwörter	Empirische Forschung; Angst; Hemmung; Sprechen; Fremdsprachenunterricht; Englischunterricht; Hochschule; China
Abstract	China is well known for its very large number of English learners, but most of them have suffered from foreign language speaking anxiety (FLSA) when expressing themselves orally in the language. FLSA has been scarcely addressed in the educational settings of China, especially in terms of the practical strategies for reducing students' FLSA. In light of this gap, an investigation into the coping strategies for FLSA was conducted by drawing comprehensive data from 302 university students and 30 teachers of English at two universities in different parts of China. Questionnaire surveys and focused interviews were adopted to collect data and explore perceptions concerning FLSA. With these two cross-validated research methods, 32 strategies for reducing students' FLSA were identified. These strategies were verified to be effective after being applied for a period of four months by the participants. The results of the study showed that persistent application of such strategies is of great significance in alleviating students' FLSA and hence making their learning more enjoyable. The results and findings were also discussed in relation to those from previous research in the field. Furthermore, the strategies verified in this study would provide important pedagogic implications for foreign language education involving English. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2