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Pokrivčáková, S. et al. (2015). Teaching Foreign Languages to Learners with Special Educational Needs: e-textbook for foreign language teachers. Nitra: Constantine the Philosopher University. 128 p. ISBN 978-80-558-0941-0 13. It embarrasses me to volunteer answers in my language class. 14. I would not be nervous speaking the foreign language with the native speakers. 15. I get upset when I don´t understand what the teacher is correcting. 16. Even if I am prepared for language class, I feel anxious about it. 17. I often feel like not going to my language class. 18. I feel confident when I speak in foreign language class. 19. I am afraid that my language teacher is ready to correct every mistake I make. 20. I can feel my heart pounding when I´m going to be called on in language class. 21. The more I study for a language test, the more confused I get. 22. I don´t feel pressure to prepare very well for language class. 23. I always feel that the other students speak the foreign language better than I do. 24. I feel very self-conscious about speaking the foreign language in front of other students. 25. Language class moves so quickly I worry about getting left behind. 26. I feel more tense and nervous in my language class than in my other classes. 27. I get nervous and confused when I am speaking in my language class. 28. When I´m on my way to language class, I feel very sure and relaxed. 29. I get nervous when I don´t understand every word the language teacher says. 30. I feel overwhelmed by the number of rules you have to learn to speak a foreign language. 31. I am afraid that other students will laugh at me when I speak the foreign language. 32. I would probably feel comfortable around native speakers of the foreign language. 33. I get nervous when the language teacher asks questions which I haven´t prepared in advance. 5-point Likert Scale Strongly agree Agree Neither agree nor disagree Disagree Strongly disagree The table serves as an example for teachers to get inspired and may later alert it according to their needs. The universal scale by Horwitz et al. (1986), which was used by students learning Spanish as a second language, has been later adjusted by other researchers according to the language or a cultural background where the research has been conducted. As FLA has been studied mostly in classrooms learning English as a second language, “English Learning Anxiety Scale” (ELAS) has been created. Firstly, the majority of research has been conducted in Western countries. Later on, more and more research results have been coming from Asian countries using modified scale version called “Second Language Speaking Anxiety Scale”. Moreover, in Saudi Arabia, the “Arabic Foreign Language Anxiety Questionnaire” (AFLAQ) has been developed. In Woodrow´s research (2006) it is stated that English language learners from countries such as China, Korea and Japan were more anxious than other ethnic groups. Further, Al-Saraj (2011) explains why Saudi Arabian culture creates a social and cultural setting for examining FLA. The education system in Saudi Arabia is free for all levels, where male and female students are separated, typically attending segregated schools. The combination of factors such as the importance of learning English, the educational system and conservative culture create an environment for FLA. Moreover, the study where only females were participating showed, that giving live, in-class presentations causes strong anxiety for them. Moreover, Horwitz (1996) using the Teacher Foreign Language Anxiety Scale (TFLAS), was the first researcher to propose that non-native teachers and student teachers may experience feelings of FLA as well. However, the research on FL teachers and student teachers´ feelings of anxiety remains very limited to this day. Nevertheless, this kind of FLA can have a number of undesirable effects on FL education (Horwitz, 1996). As the number of non-native FL teachers increases by the year, it is clear that more research is desperately needed in this area. 95
Pokrivčáková, S. et al. (2015). Teaching Foreign Languages to Learners with Special Educational Needs: e-textbook for foreign language teachers. Nitra: Constantine the Philosopher University. 128 p. ISBN 978-80-558-0941-0 Anxiety and learning differences All the above mentioned causes, consequences and research results have been carried out in the main-stream classes. Although no learning differences were defined by the participants, the results by mainstream learners have shown the negative influence of FLA for FL learning. As mainstream learners in many cases experience quite serious feelings of anxiety that influence their further understanding and production in FL, it can be assumed, that students with learning differences can feel much more anxious. Supposing a student has problems with reading, they see the text blurred, they mistake letters, they are not able to concentrate, they need longer time to understand the subject or finish the exercise and the parents, teachers and the environment generally bring pressure on the learners to do the task as expected by mainstream learners, the feelings of anxiety and discomfort naturally emerge. For example, dyslexic students often feel stressed and “dumb” and less capable what leads to discouragement about continuing in school (The International Dyslexia Association, 2012). The role of teacher Beyond all doubt a teacher plays one of the most important roles in increasing or alleviating anxiety by students. Price (1991) explains, that students need to feel teacher´s support encouragement and patience with their errors without being excessively critical. In the research by Al-Saraj (2011), the majority of participants pointed out teacher´s characteristics as the major cause of their anxiety. Teacher´s no-sense explaining of the subject, over-correcting the students and visible favouritism strongly contributed to increasing anxiety by the students as well. Moreover, teacher´s authoritative nature, embarrassing and humiliating attitude towards students create stressful environment in the class (Tanveer, 2007). Therefore, it is important that teachers pay attention to signals of anxiety radiating from the students and accommodate the later steps. Hashemi and Abbasi (2013) have collected some helpful recommendations for teachers to alleviate anxiety by students: 1. Scan for the signs of anxiety by students and apply quick strategies to help them overcome the destructive feelings. 2. Create student-friendly and learning-supportive environment in the class. 3. Create friendship and cooperation among students. 4. Put more emphasis on formative assessment and constructive feedback rather than summative assessment. 5. A communicative approach should be adopted so that students get more chances to practise their speaking skills. 6. Encourage students not to be afraid of doing mistakes. 7. Do not correct student´s each mistake. Horwitz et al. (1986) recommended teachers to select the error correction techniques and base them upon instructional philosophy to reduce defensive reactions in students. 8. Make students feel successful and satisfied when using FL. 9. Choose activities and task that do not cause instant frustration. 10. Initiate discussion about how the students feel, for instance, when giving presentations, and help them overcome their worries. 11. Search for more training courses on general psychology including language anxiety and learning differences. It may also be helpful for students to find their own strategies to overcome anxiety in stressful situations. Many students like to have some rituals before big exams or they keep talismans close. Hauck and Hurd (2005) have collected a few strategies to deal with FLA: 1. Be positive and use positive self-talk such as “It will be OK, I will do it, etc”. 2. Take risks and guess the meaning or try to speak although you make mistakes. 96
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