Author(s): Sıla AY
This study examines the foreign language anxiety of young adolescent students in relation to language skills at different levels. Data was collected from 160 Turkish participants who are learning English as a foreign language by the use of a modified version of the Foreign Language Classroom Anxiety Scale (FLCAS) (Horwitz et al., 1986). Results of this study reveal that the foreign language anxiety experienced by young adolescent students differs in relation to levels of instruction and to basic language skills. Foreign language anxiety is reported in receptive skills at beginner levels and then in productive skills as the levels advance. Based on the present findings, it is suggested that students’ level of instruction and the type of consequential anxieties they may experience in relation to skills should be taken into account when foreign language curricula and in-class activities are prepared.
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