Anxiety and Speaking English as a Second Language.

Woodrow, Lindy

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Title: Anxiety and Speaking English as a Second Language

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Title:	Anxiety and Speaking English as a Second Language
Authors:	Woodrow, Lindy
Descriptors:	Speech Communication; Second Language Learning; Measures (Individuals); Program Effectiveness; Factor Analysis; Foreign Countries; Interference (Language); Native Speakers; English for Academic Purposes; Anxiety; Oral Language; Advanced Students; Interviews; English (Second Language); Asians; Ethnic Groups
Source:	RELC Journal: A Journal of Language Teaching and Research, v37 n3 p308-328 2006
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Publisher:	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Date:	2006-00-00
Pages:	21
Pub Types:	Journal Articles; Reports - Research
Abstract:	Second language anxiety has a debilitating effect on the oral performance of speakers of English as a second language. This article describes a research project concerning the conceptualization of second language speaking anxiety, the relationship between anxiety and second language performance, and the major reported causes of second language anxiety. The participants in this study were advanced English for academic purposes (EAP) students studying on intensive EAP courses immediately prior to entering Australian universities (N = 275). The second language speaking anxiety scale (SLSAS) was developed for the study. This instrument provided evidence for a dual conceptualization of anxiety reflecting both oral communication within and outside the language learning classroom. The scale was validated using confirmatory factor analysis. The analysis indicated second language speaking anxiety to be a significant predictor of oral achievement. Reported causes of anxiety were investigated through interviews. The results indicate that the most frequent source of anxiety was interacting with native speakers. Evidence for two types of anxious language learner emerged; retrieval interference and skills deficit. There was an indication from the study that English language learners from Confucian Heritage Cultures (CHCs), China, Korea and Japan were more anxious language learners than other ethnic groups. (Contains 7 tables and 1 figure.)
Abstractor:	As Provided
Reference Count:	32

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Record Type:	Journal
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ISBN:	N/A
ISSN:	ISSN-0033-6882
Audiences:	N/A
Languages:	English
Education Level:	N/A
Direct Link:	http://dx.doi.org/10.1177/0033688206071315

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