Proceedings of the - British Association for Applied Linguistics

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The Impact of Applied Linguistics: Proceedings of the 44th Annual Meeting of BAAL University of the West of England Paul Boersma & David Weenink (2010). Praat: Doing Phonetics by Computer. Available at: http://www.praat.org. Council of Europe (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge University Press: Cambridge, UK. Rebecca M. Dauer (1983). Stress-Timing and Syllable-Timing Reanalysed. In Journal of Phonetics, 11, pp51-62. Rebecca M. Dauer (1987). Phonetic and Phonological Components of Language Rhythm. In Proceedings of the 11th International Congress of Phonetic Sciences, pp447-450. Talinn. Elinor Payne, Brechtje Post, Lluïsa Astruc, Pilar Prieto, & Maria d. M. Vanrell (in press). Measuring Child Rhythm. In Speech Communication. Gordon E. Peterson & Ilse Lehiste (1960). Duration of Syllable Nuclei in English. In Journal of the Acoustical Society of America, 32, pp693-703. Kenneth L. Pike (1945). The Intonation of American English. University of Michigan Press: Ann Arbor, Michigan, USA. Pilar Prieto, Maria d. M. Vanrell, Lluïsa Astruc, Elinor Payne & Brechtje Post (in press). Phonotactic and Phrasal Properties of Speech Rhythm: Evidence from Catalan, English, and Spanish. In Speech Communication. Peter J. Roach (1982). On the Distinction between ‘Stress-Timed’ and ‘Syllable- Timed’ Languages. In David Crystal (ed.) Linguistic Controversies. Edward Arnold: London, UK, pp73-39. Laurence White & Sven L. Mattys (2007). Calibrating Rhythm: First Language and Second Language Studies. In Journal of Phonetics, 35, pp501-522. 72
13 Facilitating anxiety in the EFL classroom: the other side of the coin Christina Gkonou Facilitating anxiety in the EFL classroom: the other side of the coin Christina Gkonou University of Essex cgkono@essex.ac.uk Research on English language classroom anxiety (ELCA) has mostly highlighted its debilitating nature stemming from learners’ low self-esteem, demanding oral classroom tasks, and unfriendly lockstep teaching environments, and resulting in learners’ low achievement in EFL (Horwitz, 2000, 2001; Horwitz, Horwitz, & Cope, 1986). However, language anxiety should also be viewed as having a facilitating effect or even no effect at all on learners’ performance (Dörnyei, 2005). The ‘no effect’ position largely originated from Sparks and Ganschow’s (1991) Linguistic Coding Deficit/Differences Hypothesis (LCDH) stating that high performance in foreign language learning depends on learners’ cognitive abilities, L1 deficiencies, and aptitude. On the contrary, facilitating anxiety was shown to interact with learner motivation and amount of effort invested in learning (Chastain, 1975; Kleinmann, 1977). What facilitating anxiety actually represents is a kind of alertness (Young, 1992), positive energy (Aida, 1994), and tension or arousal (Ehrman, 1996) from the part of the learners in EFL situations. More recent research indicated that students experience both euphoric and dysphoric tension in the foreign language classroom; the former poses a challenge to the learners, but it is controllable and promotes positive and successful encounters with the language (Spielman & Radnofsky, 2001). Criticism to facilitating anxiety though has been made by Horwitz (2010, p. 154) who argued that “it is intuitive that anxiety would inhibit the learning and/or production of a second language” and that Kleinmann’s (1977) study “unfortunately” indicated that “language students must be made a little anxious so that they will work harder” (p. 156). To investigate the effect of facilitating anxiety on Greek EFL learners’ classroom performance as well as the reasons why teachers occasionally make their students anxious, focus group interviews were conducted with twelve EFL teachers and nine EFL students in private language school settings in Greece. The focus groups were formed by using pre-existing groups, that is colleagues and classmates. The researcher opted for the 73
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