Speaking Anxiety in a Foreign Language Classroom in Kazakhstan

Ziash Suleimenova

118 citations0/0 files storedProcedia - Social and Behavioral Sciences

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EFL/ESL Teaching and Learning Second Language Learning and Teaching Communication in Education and Healthcare

Abstract

As I reviewed the literature and deepened on research methodology principles, I used the original study as a starting point to voice Kazakh anxious language learners out about the issue. The given research conducted on speaking anxiety revealed that students have extremely negative experiences with speaking activities in a foreign language class. All the instruments used to investigate the problem of speaking anxiety were considerably helpful. Important measures should be taken to try to minimize its negative effects. Increased speaking anxiety levels in Kazakhstani high school students can be attributed to a variety of factors. One attributing factor may be related to the fact that the Kazakhstani educational system is not designed to increase the communicative competence of students. Therefore, many students experience a feeling of uneasiness and anxiety when having to speak in the foreign language.

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References

1986Foreign Language Classroom Anxiety 1981Principles of Language Learning and Teaching 2025Principles of Language Learning and Teaching 1994The Subtle Effects of Language Anxiety on Cognitive Processing in the Second Language 1994Examination of Horwitz, Horwitz, and Cope's Construct of Foreign Language Anxiety: The Case of Students of Japanese 1989Anxiety and Second‐Language Learning: Toward a Theoretical Clarification*2006Anxiety and Speaking English as a Second Language 1991Methods and Results in the Study of Anxiety and Language Learning: A Review of the Literature*

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