%40تخفیف

The Relationship between Language Learning Strategies and Foreign Language Anxiety among EFL Students of Shahid Bahonar University of Kerman

Name: The Relationship between Language Learning Strategies and Foreign Language Anxiety among EFL Students of Shahid Bahonar University of Kerman
SKU: 15282
Price: 210000 IRR
Availability: InStock

تعداد167 صفحه در فایل word

English Language Department

The Relationship between Language Learning Strategies and Foreign Language Anxiety among EFL Students of Shahid Bahonar University of Kerman

ABSTRACT

This study intended to investigate the relationship between Language Learning Strategies and Foreign Language Anxiety among EFL students. A population of 114 EFL students (32 males and 82 females) at Shahid Bahonar University of Kerman participated in this study. The data were gathered through Oxford’s (1994) Strategy Inventory for Language Learning (SILL) and Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz, Horwitz, and Cope (1986). The results indicated a negative relationship between foreign language anxiety and the frequency and type of language learning strategies. An independent sample t-test revealed that the male students had lower level of foreign language anxiety and used more language learning strategies except for memory strategies. A Friedman Test revealed that the males’ most preferred strategies were metacognitive strategies, followed by compensation strategies, cognitive strategies, affective strategies, and social strategies. Memory strategies were the most infrequently used one. The females’ most preferred strategies were metacognitive strategies, followed by cognitive strategies, social strategies, compensation strategies, and memory strategies. Affective strategies were the most infrequently used category.

Key Words: language learning strategies, foreign language anxiety, metacognitive strategies, compensation strategies, cognitive strategies, affective strategies, social strategies, and memory strategies.

دسته: زبان خارجه, زبان خارجه برچسب: affective strategies, and memory strategies., cognitive strategies, compensation strategies, foreign language anxiety, Key Words: language learning strategies, metacognitive strategies, social strategies

توضیحات

DEDICATIONS…………………………………………………… IV

ACKNOWLEDGEMENTS………………………………………………… V

ABSTRACT (English)…………………… ……………………………. VI

TABLE OF CONTENTS…………………………………………. VII

LIST OF TABLES……………………….………………..……….XII

LIST OF FIGURES…………………………………………………..XV

LIST OF ABBREVIATIONS……………………………..…. ….XVI

Chapter One: Introduction…………………………………………………….1

1.1. Overview… ….. …………………………………….…..…..…1

1.2. Statement of the Problem…………………………….….….….2

1.3. Objectives of the Study…………………………………..…….4

1.4. Research Questions..………………………… …………..…….4

1.5. Significance of Research ………………………..………..……5

1.6. Limitations of the Study ………………………..………..…….7

1.7. Operational Definition of Key Terms………………………..…8

1.8. Theoretical Framework of the Study…………………….……10

Chapter Two: The Review of Literature ………………………15

2.1. Introduction ……………………………………………………15

2.2. Language Learning Strategies…………………………………16

2.2.1. Definition of Language Learning Strategies ……….…..16

2.2.2. The importance of Strategy Use……………………..…17

2.2.3. Typology of Language Learning Strategies…….………20

2.2.4. Factors Influencing Learners᾽ Choice of Language

Learning Strategies………………………………………………….26

2.2.5. Language Learning Strategies and Success………….…27

2.2.6. Language Learning Strategies and Culture……..………29

2.2.7. Language Learning Strategies and Motivation…………32

2.2.8. Language Learning Strategies and Personality Types….32

2.2.9. Language Learning Strategies and Gender…….………..33

2.2.10. Language Learning Strategies and Age…………….….36

2.2.11. Language Learning Strategies and Autonomy……..….36

2.2.12. Language Learning Strategies Instruction……………..37

2.3. Foreign Language Anxiety…………………….………………40

2.3.1. Definition of Anxiety……………………………..….…40

2.3.1.1. State Anxiety and Trait Anxiety………………..42

2.3.1.2. Situation-Specific Anxiety…………………..….43

2.3.1.3. Debilitative and Facilitative Anxiety…..……….44

2.3.2. Definition of Foreign Language Anxiety…………….…45

2.3.2.1. Communication Apprehension………..…………46

2.3.2.2. Test Anxiety………………………………….….48

2.3.2.3. Fear of Negative Evaluation…………….………49

2.3.3. The Importance of Studying Foreign Language

Anxiety………………………………………………….50

2.3.4. Causes of Foreign Language Anxiety…………….….…51

2.3.5. Anxiety and Error Correction ……………………….…..54

2.3.6. Anxiety and Culture………………………………….…55

2.3.7. Anxiety and Gender…………………………..………….56

2.3.8. Foreign Language Anxiety and Age……………………58

2.3.9. Foreign Language Anxiety and Language Level….……59

2.3.10. Foreign Language Anxiety and Leaning Style..………60

2.3.11. Foreign Language Anxiety and Listening Skill……….62

2.3.12. Foreign Language Anxiety and Speaking Skill……….63

2.3.13. Foreign Language Anxiety and Reading Skill……..…65

2.3.14. Foreign Language Anxiety and Writing Skill….…….67

2.3.15. Effects of Foreign Language Anxiety…………….….68

2.3.16. Reducing Anxiety……………………………….……70

Chapter Three: Methodology……………………………………73

3.1. Introduction ……………………………………….………….73

3.2. Participants…………………………………………….………73

3.3. Instruments……………………………………………………74

3.4. Data Collection Procedure…………………………………….77

3.5. Data Analysis………………………………………………….77

Chapter Four: Results and Discussion………….………………79

4.1. Introduction …….………………………………….………….79

4.2. Descriptive Statistics for the Variables……..…………………79

4.2.1. Descriptive Statistics for Language Learning

Strategies…………………………………………..….79

4.2.2. Descriptive Statistics for Foreign Language

Anxiety………………………………………………….80

4.3. The Relationship between FLCA and the Frequency of

Language Learning Strategies…………………..…….………81

4.4. The Relationship between FLCA and the Type of

Language Learning Strategies………………………….……..82

4.4.1. The Relationship between FLCA and Memory

Strategies……………………………………………….82

4.4.2. The Relationship between FLCA and

Cognitive Strategies……………………………..….…83

4.4. 3. The Relationship between FLCA and

Compensation Strategies………………………………84

4.4.4. The Relationship between FLCA and

Social Strategies…………………………………….….85

4.4.5. The Relationship between FLCA and

Metacognitive Strategies…………………………….…86

4.4.6. The Relationship between FLCA and

Affective Strategies………………………………….…87

4.5. The Difference between Males and Females regarding

LLSs……………………………………………………..……..88

4.5.1. Gender and Overall Use of Strategies…………….……88

4.5.2. Gender and Memory Strategies…………..…..…………89

4.5.3. Gender and Compensation Strategies………………….93

4.5.4. Gender and Cognitive Strategies…………………..….95

4.5.5. Gender and Social Strategies……………………………96

4.5.6. Gender and Metacognitive Strategies…….…….……..98

4.5.7. Gender and Affective Strategies……………..…….…..99

4.5.8. Gender and the Rank of Six Subscales of LLSs………101

4.5.8.1. The Rank Order of Six Subscales of LLSs

for Males…………………………………….101

4.5.8.2. The Rank Order of Six Subscales of LLSs

for Females…………………………………..102

4.6. The Difference between Males and Females regarding

Foreign Language Classroom Anxiety……….……….…..…104

4.7. Discussion……………………..……………………….………105

Chapter Five: Conclusion………………………………………..111

5.1. Introduction…………………….………..……………………111

5.2. Summary of the Study…………………………………….…111

5.3.Pedagogical Implications and Recommendations…………….112

5.4. Suggestions for Further Research……….…………………….113

5.5. Conclusion……………………………………………………120

References…………………………..……………………………126

Appendix A Strategy Inventory for Language Learning (SILL)

Appendix B Foreign Language Classroom Anxiety Scale

Appendix C Descriptive Statistics for Language Learning

Strategies regarding Gender

LIST OF TABLES

Tables Page

Table 3.1. Frequency table for male and female participants….….74

Table 3.2. Distribution of strategy items according to the six

strategy types…………………………………………..75

Table 4.1. Mean scores and standard deviations of LLSs obtained

by the study subjects…………………………….…….80

Table 4.2. Mean scores, range and standard deviations obtained

by the study subjects FLCA………………………..….80

Table 4.3. Pearson Product-Moment correlation between FLCA

and LLSs………………………………………………81

Table 4.4. Pearson Product-Moment correlation between FLCA

and memory strategies……………..…………………83

Table 4.5. Pearson Product-Moment correlation between FLCA

and cognitive strategies………………………….…….84

Table 4.6. Pearson Product-Moment correlation between FLCA

and compensation strategies……………………….….85

Table 4.7. Pearson Product-Moment correlation between FLCA

and social strategies…………………………………..86

Table 4.8. Pearson Product-Moment correlation between FLCA

and metacognitive strategies……………………..……88

Table 4.9. Pearson Product-Moment correlation between FLCA

and affective strategies……………………………..…89

Table 4.10. (Group statistics) mean scores and standard deviations

of LLSs obtained by the study subjects regarding

gender……………………………………….…..…….90

Table 4.11. Results of the Independent Sample T- Test of the male

and female participants’ overall Strategy use………..90

Tables Page

Table 4.12. Group statistics of the male and female participants

for memory strategies…………………………………91

Table 4.13. Results of the Independent Sample T- Test of the male

and female participants for memory strategies……….92

Table 4.14. Group statistics of the male and female participants

for compensation strategies………….………………93

Table 4.15. Results of the Independent Sample T- Test of the male

and female participants for compensation strategies…94

Table 4.16. Group statistics of the male and female participants

for cognitive strategies………………………………95

Table 4.17. Results of the Independent Sample T- Test of the male

and female participants for cognitive strategies….…95

Table 4.18. Group statistics of the male and female participants

for social strategies……………………………….…96

Table 4.19. Results of the Independent Sample T-Test of the male

and female participants for social strategies…….….97

Table 4.20. Group statistics of the male and female participants

for metacognitive strategies…………………………98

Table 4.21. Results of the Independent Sample T-Test of the male

and female participants for metacognitive

strategies…………………………………………….98

Table 4.22. Group statistics of the male and female participants

for affective strategies………………………………99

Table 4.23. Results of the Independent Sample T-Test of the male

and female participants for affective strategies…….100

Table 4.24. Friedman Test for specifying rank order of strategies

for males………………………………………..…101

Table 4.25. Rank order of favoured statistics for males ………..102

Tables Page

Table 4.26. Friedman Test for specifying rank order of strategies

for females………………………………………….103

Table 4.27. Rank order of favoured statistics for females………103

Table 4.28. Group statistics of the male and female participants

for FLCA……………………………………..……104

Table 4.29. Results of the Independent Samples Test of the male

and female participants for FLCA…….….………..105

LIST OF FIGURES

Figures Page

Figure 4.1. The scatter diagram for correlation between FLCA

and LLSs……………………………………….……82

Figure 4.2. The scatter diagram for correlation between FLCA

and memory strategies………………………………83

Figure 4.3. The scatter diagram for correlation between FLCA

and cognitive strategies………………………………84

Figure 4.4. The scatter diagram for correlation between FLCA

and compensation strategies…………………………86

Figure 4.5. The scatter diagram for correlation between FLCA

and social strategies………………….………….…..87

Figure 4.6. The scatter diagram for correlation between FLCA

and metacognitive strategies……………………….88

Figure 4.7. The scatter diagram for correlation between FLCA

and affective strategies…………………………..…89

LIST OF ABBREVIATIONS

CA……………..………………….….Communication Apprehension

EFL……………..…………………….English as a Foreign Language

FL……………………………………………..….. Foreign Language

FLCA…………………………Foreign Language Classroom Anxiety

FLCAS………………… Foreign Language Classroom Anxiety Scale

L2…………………………………………………..Second Language

LC…………. …………………………..…Listening Comprehension

LLSs………………………………….. Language Learning Strategies

SBI…………………………………….. Strategies-Based Instruction

SILL…………. Strategy Inventory for Language Learning Strategies

SL…………………………………………………..Second Language WAT……………………………………. Writing Apprehension Test