ERIC Number: EJ1117833
Record Type: Journal
Publication Date: 2016
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0158-7919
EISSN: N/A
Phonological Attainment and Foreign Language Anxiety in Distance Language Learning: A Quantitative Approach
Bosmans, Daniel; Hurd, Stella
Distance Education, v37 n3 p287-301 2016
Learning a language through distance means is becoming increasingly widespread. The investigation reported in this paper was part of a large study (n = 590) carried out in 2011, which examined the experience of English-speaking students learning French pronunciation in a distance setting. This paper explores the hypothesis that there is a link between foreign language anxiety (FLA) and phonological attainment when learning in a distance setting. Quantitative methods included a questionnaire which explored FLA and learning pronunciation of English-speaking students learning French in a distance setting (n = 590). Pronunciation competence and FLA were measured using two instruments: an adapted version of the Foreign Language Classroom Anxiety Scale, which was part of the questionnaire, and a phonological attainment rating table, assessed through a reading activity. A significant correlation was found between good pronunciation skills and low levels of FLA.
Descriptors: Phonology, Second Language Learning, Anxiety, Questionnaires, Correlation, Distance Education, Second Language Instruction, Pronunciation Instruction, French, Teaching Methods, Student Attitudes, Psycholinguistics, Open Universities, College Students, Foreign Countries, Scores, Statistical Analysis
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A