هدف از مطالعه حاضر بررسی میزان اضطراب در میان زبان آموزان زبان آموزان ایرانی و ارتباط سطح اضطراب زبان اموزان با میزان انگیزش آنان است. این مطالعه همچنین به بررسی این مساله می پردازد که آیا ارتباط معنی داری بین اضطراب، انگیزش و بسندگی زبان انگلیسی در میان زبان آموزان ایرانی وجود دارد. برای این منظور، تعداد 80 زبان آموزان انگلیسی به عنوان زبان خارجی (35 زبان آموز پسر و 45 زبان آموز دختر( به روش نمونه گیری تصادفی خوشه ای از دو کلاس زبان در دانشگاه آزاد اسلامی واحد سردشت، استان هرمزگان، ایران به عنوان شرکت کنندگان در این مطالعه انتخاب شدند. ابزار مورد استفاده جهت جمع آوری اطلاعات از شرکت کنندگان، مقیاس سنجش اضطراب زبان آموزی خارجی (FLCAS)، مجموعه آزمون انگیزش/ دیدگاه زبان آموزی (AMTB) گاردنر (1985)، و یک نسخه اصلاح شده از آزمون کتبی تافل(TOEFL) جهت اندازه گیری سطح بسندگی زبان شرکت کنندگان در مطالعه بود. نتایج مطالعه نشان داد که اکثریت شرکت کنندگان میزان متوسط تا بالای اضطراب زبان آموزی را تجربه می کنند. علاوه بر این مشاهده شد که شرکت کنندگان داری سطوح پایین تر اضطراب زبان آموزی، انگیزش بیشتری جهت فراگیری زبان آموزی انگلیسی دارند در حالی که زبان آموزان داری سطوح بالاتر اضطراب زبان آموزی، میزان انگیزش کمتری جهت فراگیری زبان آموزی انگلیسی دارند. از سوی دیگر، مشاهده شد که شرکت کنندگان درای سطوح پایین تر اضطراب زبان آموزی از مهارت بیشتری در زمینه زبان آموزان انگلیسی برخوردار هستند و بالعکس. علاوه بر این، نتایج نشان داد که بین انگیزش شرکت کنندگان و بسندگی زبان انگلیسی رابطه مثبت و معناداری وجود دارد. با این حال، تفاوت معنی داری بین سطح اضطراب زبان آموزان پسر و دختر وجود ندارد. به همین ترتیب، تفاوت معنی داری بین میزان انگیزشی زبان آموزان پسر و دختر در این مطالعه مشاهده نشد. در نهایت، مشاهده شد که تفاوت معنی داری بین زبان آموزان پسر و دختر از نظر اضطراب زبان آموزی، انگیزش یادگیری زبان انگلیسی و میزان مهارت های زبان انگلیسی وجود ندارد که این یافته بیانگر این است که جنسیت نقش تعیین کننده ای در این سه متغیر ایفا نمی کند.
واژه های کلیدی:اضطراب زبان آموزی، انگیزش زبان آموزی، بسندگی زبان، زبان آموزان انگلیسی به عنوان زبان خارجی
Table of Contents
Introduction. 2
Background. 2
Statement of the Problem.. 6
Research Objectives. 7
Significance of the Study. 7
Research Questions. 8
Operational Definition of Key Terms. 9
11
Introduction. 12
Theoretical Framework. 12
Anxiety by Definition. 12
Types of Anxiety. 13
Sources of Language Learning Anxiety. 18
Language Learning Anxiety and Gender 20
Motivation by Definition. 22
Types of Motivation. 24
Intrinsic Motivation. 25
Extrinsic Motivation. 26
Motivation and Language Learning. 26
Language Proficiency. 29
Empirical Studies Done in the Field. 30
Anxiety and Language Learning. 30
Motivation and Language Learning. 39
Anxiety and Foreign Language Motivation. 42
Final Remarks on Literature. 44
. 47
Introduction. 48
Participants. 48
Instruments. 49
Data Collection Procedures. 51
Data Analysis Procedures. 53
Design of the Study. 54
55
Introduction. 56
Results of the Study. 56
Participants’ Anxiety Level in Language Classrooms. 56
Relationship between the Participants’ Level of Anxiety and Motivation 60
Participants’ Scores on Motivation Questionnaire. 60
Relationship between the participants’ language proficiency, level of anxiety, and motivation. 62
Participants’ Performance in the Proficiency Test 63
Relationship Between the Participants’ Language Proficiency & Their Level of Anxiety. 65
Relationship Between the Participants’ Language Proficiency & their motivation. 67
Gender Differences Concerning Anxiety, Motivation, and Language Proficiency Level of Iranian Intermediate EFL Learners. 70
Motivation, and English Proficiency. 75
Discussion of Findings. 78
82
Introduction. 83
Summary. 83
Conclusion. 85
Pedagogical Implications. 88
Limitations of the Study. 89
References. 91
Appendices. 100
Appendix I: Foreign Language Classroom Anxiety Scale. 101
Appendix II: Attitude/Motivation Test Battery. 103
Appendix III:English Language Proficiency Test 106
List of Tables
Participants’ Demographic Statistics. 56
Descriptive Statistics of the Participants’ Level of Anxiety. 57
Anxiety Groups. 57
Participants’ Distribution in Anxiety Groups. 58
ANOVA Results for Group Differences. 59
Descriptive Statistics for Participants’ Motivation. 60
Participants’ Motivation in the Anxiety Groups. 61
Correlation between Language Learning Anxiety and Motivation. 61
Descriptive Statistics for the Participants’ Scores in the proficiency test 61
Male and Female Participants’ Scores in the Proficiency Test 61
-test for Male and Female Performance in the Proficiency Test 64
Participants’ English Proficiency in the Anxiety Groups. 65
Correlation Between Language Learning Anxiety and English Proficiency. 65
Motivation Groups. 67
Participants’ Distribution in Motivational Groups. 67
Participants’ English Proficiency in the Motivational Groups. 68
Correlation Between Motivation and English Proficiency. 69
Males’ and Females’ Level of Anxiety. 70
-test for Differences in Males and Females’ Level of Anxiety. 71
Distribution of Males and Females in Anxiety Groups. 71
Males’ and Females’ Motivation. 72
-test for Differences in Males and Females’ Level of Motivation. 73
Distribution of Males and Females in Motivational Groups. 73
Correlation Between Males’ Anxiety, Motivation, and English Proficiency 75
Correlation Between Females’ Anxiety, Motivation, and English proficiency. 76
ABSTRACT
The present study was an attempt to investigate the degree of anxiety among Iranian intermediate EFL learners and its relation to their motivation. It also explored whether there was any significant relationship between anxiety, motivation and language proficiency for Iranian EFL learners. To this end, a total number of 80 EFL learners (35 males and 45 females) were selected through cluster random sampling from two language classes at Islamic Azad University, Sardasht Branch, Hormozgan Province, Iran as the participants in this study. The instruments used to collect the data from the participants were the Foreign Language Learning Anxiety Scale (FLCAS), Gardner’s (1985) Attitude/Motivation Test Battery (AMTB) used to measure the participants’ motivation to learn English, and a modified version of a paper-based TOEFL test that was used to measure the participants’ level of English proficiency. The results indicated that the majority of the participants experienced a mid to high level of language learning anxiety. Besides, it was found that the participants with lower levels of the language learning anxiety were more motivated to learn English while those with higher levels of the language learning anxiety were less motivated to learn English. On the other hand, it was noted that the participants with lower levels of the language learning anxiety were more proficient English learners and vice versa. In addition, there was a positive significant relationship between the participants’ motivation and their English proficiency. However, there was no significant difference between the anxiety level of male and female participants. Similarly, there was no significant difference between the motivation level of male and female participants in this study. Finally, the findings indicated that there was no significant difference between the male and female participants concerning their language learning anxiety, motivation to learn English, and their English proficiency, indicating that gender did not play a determining role in these three variables.
Keywords: Language learning anxiety, Language learning motivation, Language proficiency,
EFL Learners
CHAPTER ONE
INTRODUCTION
1.0 Introduction
The present chapter includes six parts. The first part presents a background to the study. The second part addresses the statement of the problem followed by research questions in the third part. Then, the significance of the study and research questions are presented, respectively. Definitions of key terms are presented at the end of the chapter.
1.1 Background
It is well established that second/foreign language learning is often associated with affective factors, among which the constructs of anxiety and motivation have been recognized as important predictors of second/foreign language performance. Anxiety is defined as a state of uneasiness and apprehension or fear caused by the anticipation of something threatening (Chastain, 1988).
Many researchers believe language anxiety influences language learning. Whereas facilitating anxiety exerts positive effects on learners’ performance, too much anxiety may cause a poor performance (Scovels, 1991). Some of symptoms of anxiety are shown physically as we may feel our heart beating faster and psychologically as we may feel frightened or panicky. We start to have anxious thoughts about the very real possibility of making a complete fool of ourselves and the consequent loss of face as a consequence of this type of anxiety. Nobody likes to be thought of as a failure.
But the real problem with anxiety is that in order to avoid feelings of discomfort, feeling frightened or a sense of failure, we may choose to avoid situations which have the potential to make us discomfort. But the result of avoidance is the gradual loss of our self-esteem (Horwitz, Horwitz & Cope, 1986). Anxiety has been regarded as one of the most important affective factors that can influence second language acquisition. Much research has been conducted to find the relationship between anxiety and achievement in the learning of different foreign languages. Such research has revealed that anxiety can impede foreign language production and achievement (e.g., Horwitz, Horwitz, & Cope, 1986; MacIntyre& Gardner, 1994). Language anxiety is experienced by learners of both foreign and second language and causes potential problems as it can interfere with the acquisition, retention, and production of the new language (MacIntyre& Gardner, 1991).
Students with all levels of academic achievement and intellectual abilities are believed to be affected by anxiety in language learning contexts. This type of anxiety occurs in varying degrees and is characterized by emotional feelings of worry, fear, and apprehension. It can be experienced differently by different individuals. As students’ progress, abundant pressures, and different anxiety levels might affect them. To facilitate higher levels of performance, Soupon (2004) urges teachers to be aware of the language learning anxiety factor, which can negatively impact the performances of students. Soupon lists the lack of competence as the first reason for anxious students; the second is the lack of proper study skills, and the third is wrong self-perceptions about their capacities.
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