چکیده مقاله
The present article elaborates on the relationship between language learners’ language learning anxiety in foreign language learning setting and application of appropriate learning strategies where needed Having a brief review over the prominent foreign language learning theories including Horwitz, et al ‘s foreign language learning anxiety and Krashen’s affective filter hypothesis, it is concluded that the majority of language learners suffer from great degree of anxiety in language learning, which impedes effective language learning process Based on Horwitz et al’s foreign language learning anxiety theory, three components of communication anxiety, test anxiety, and fear of negative evaluation are the most essential language learning blocks, which restrict the language learners’ full potential to learn and use a foreign language effectively On the other hand , affective filter hypothesis is one the five components of Krashen’s theory of second language acquisition Based on affective filter hypothesis, language learning process can be imbedded through negative affective filters such as lack of motivation, negative attitude and language learning anxiety Language learners naturally bring some degree of foreign language anxiety to the language learning environment, which should be dealt with appropriately Language teachers can help language learners deal with the anxiety through teaching them effective language learning strategies, which lead them to learn language autonomously and independently These strategies can range from direct to indirect ones, based on Oxford’s Language Learning Strategy Model The model also offers some important affective strategies, helping language learners deal with great stress and tension in the foreign language learning process
کلیدواژهها
نویسندگان
Narjes Ghafournia
Department of Language, Neyshabur Branch, Islamic Azad University, Neyshabur, Iran
شیوه ارجاع
Ghafournia, Narjes,1400,The Relationship between Foreign Language Anxiety and Language Learning Strategies,11th International Conference on Psychology, Counseling and Educational Science
ارائهشده در
مجموعه مقالات یازدهمین کنفرانس بین المللی روانشناسی، مشاوره و علوم تربیتی29 بهمن 1400