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How anxiety affects second language acquisition of high school students.

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dc.contributor.author Snyder III, Gilbert W.
dc.date.accessioned 2012-10-28T16:34:57Z
dc.date.available 2012-10-28T16:34:57Z
dc.date.issued 2012-10-28
dc.identifier.uri http://hdl.handle.net/1951/58086
dc.description.abstract In the present study, I sought to measure the relationship between anxiety and second language acquisition in English as a Second Language (ESL) students, as well as students enrolled in foreign language classes (Spanish, French, and German). Work done by Rene von Worde (2003) and Elaine K. Horwitz, Michael B. Horwitz, and Joann Cope (1986) formed the basis for the study. The present study looked to answer four research questions: 1) Do students believe that anxiety hinders language acquisition?; 2) Which factors do students believe contribute to anxiety?; 3) Which factors do students believe may help reduce anxiety?; 4) How is anxiety manifested in the students?. To complete the research, I asked a local high school to allow me access to both sets of students. Included in the original sample were six ESL students and five foreign-language learners. However, only one ESL student submitted their parental consent form, leaving the total number of participants at six (one ESL, and five foreign-language learners). The students were asked to complete the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz & Cope, 1986), as well as an oral survey based on items used by von Worde (2003). The findings showed that amongst this group of ESL/foreign language learners, that anxiety was not a contributing factor to their inability to learn a second language. en_US
dc.language.iso en_US en_US
dc.subject Anxiety -- testing. en_US
dc.subject English language -- Study and teaching -- Foreign speakers -- Case studies. en_US
dc.title How anxiety affects second language acquisition of high school students. en_US
dc.type Thesis en_US

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