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Shenikah Grandison
Post University
There seems to be limited research on the effects of foreign language anxiety (FLA) with
trilingual learners. Literature states that FLA may be the most pervasive obstacles to
language learning (Bensalem, 2017). FLA is defined as the feeling of tension and
learning (Bensalam, 2017). There are many theories as to approach FLA, ranging from
done on monolingual learners and little on bilingual and trilingual learners. The reason
the research took on Tunisia is because the linguistic context is diglossic and bilingual
(Bensalem, 2017). Diglossic is defined as the existence of two varieties of the same
language for instance standard and colloquial French (Bensalem, 2017). According to
literature it was found that student from bilingual or multilingual backgrounds experience
less anxiety than students from monolingual backgrounds (Bensalem, 2017). The purpose
of the study was to assess the levels of FLA in male and female Tunisian trilingual and
the main source of their anxiety. 73 students who learned Arabic and French prior to
learning French participated in the study. It was found that participants had an average
level of anxiety over all and corroborated with other findings among other cultural
contexts (Bensalam, 2017). The study also found that males and females experience the
same about of anxiety level (Bensalam, 2017). The next finding was that most students
who did have FLA were more anxious about failing their English course, rather
classroom performance (Bensalam, 2017). The study concluded that much of the findings
learning a new language. The implications of this study are important for both instructor
and student. I think it is important to note that or language anxiety is real, this is what
much of the literature tries to emphasize. There are many pros and cons to studying this
particular subject. Another particular factor that was interesting to me was the idea of
being trilingual. As a result we are to learn and understand and even apply different
theories that come with second language acquisition. However, it is interesting to learn
how multilingual individuals learn more than two languages. It is not unusual in America
today to find someone who is bilingual. In fact one could argue that many Americans are
think that those who learn a third language may have some reservations and anxiety of
doing so.
There are many factors in which a student may have anxiety. Lileikiene and
Danileviciene (2016) study was to investigate the foreign language in anxiety in the
design recommendations of how. Besides test difficulty factors such as teachers attitudes
and evaluation, teachers and students interaction class, parents expectations, classmates
attitudes, students own achievements are the potential sources of students for language
anxiety (Lileikiene and Danileviciene, 2016). It has been stated that linguistics and
language researchers have been trying to associate anxiety with those in language
learning (Lileikiene and Danileviciene, 2016). Although there is research on FLA there's
still a long way to go many researchers are still trying to draw a consensus as to exactly
what it is (Demirdas and Bozdogan, 2013). Foreign language in anxiety is a powerful
predictor for demotivation in foreign language achievement, which means that FLA has
2016). In the study it was found that participants felt anxious speaking in the language
class, making mistakes and being corrected by the teacher, where are you about the
consequences of failing and a foreign language class and speaking with native speakers,
thinking that other students look better than they did, and being afraid of being laughed at
(Lileikiene and Danileviciene, 2016). It was found as well that anxiety correlated with
age, the older a child was the lower their level of anxiety (Lileikiene and Danileviciene,
2016). However in the early days of learning what foreign languages it was many of the
Another factor that I found interesting about this study was that they decided to do
it in Tunisia specifically with males and females who spoke to different languages. What
was even more interesting was that diglossic use of language was also included as a
factor as in the language. I found it interesting because I've never heard that term before
with in my own personal life. I am particularly of Caribbean descent and just as any other
Caribbean country there is a professional and standard way of speaking versus the local
situations from stylistic difference within one language or the use of separate languages
English as a foreign language, it is important to erase factors that are inhibiting our
students from learning the necessary material. If students cannot concentrate on what
they have to learn in class in acquiring the language, acquiring it will be all that much
more difficult. Found that report anxiety levels were lower than the empirical studies
stated but higher than other study (Demirdas and Bozdogan, 2013). Anxiety is a real beast
that can dismantle the learning process of any student. What I also find pretty interesting
too is that in this study the males and females experienced anxiety about the same level.
What's so interesting about that is that much of the research it stating that although both
males and females have anxiety issues it is mostly women that these studies seem to find
of a concern. Bensalam (2017) states that one of the reasons why the levels seem to be
fairly equal is the different cultural climate for women in Tunisia. In other words, because
women are achieving more, women are allowed to leave their home and be a part of the
workforce this allows them to have a little bit more confidence than most populations.
Teaching language and culture in unison or looking at it with the perspective of culture,
customs and traditions of the ethnicity allows to shed light on a number of issues, which
emerges in the process of communication (Bayramova, 2016). What they also found was
that although they were not as anxious as predicted one of the major anxieties that they
did have was the failure of their course. For many students English language competence
has a decisive role in determining academic success (Mulatu, Mandefro, Abebe and Yona,
performance evaluates the teacher as well as the student. Ipina and Sagasta (2017) found
that self-perception of English competence level and specialist areas are the decisive
variable. The teacher needs to focus on classroom performance because they need to
instance, I found that although much of the literature samples were on females, most were
fascinating and I was able to connect it to my own personal experience. This most
important item the researches were learning is that the anxiety stemmed for failing the
course in general. The implications of this study are very important. This article was a
great find.
References
Bensalam, E. (2017) Foreign language learning anxiety: The case of trilinguals. Arab
Rukh, S., Saleem, N.(2014) Diglossic situation in central punjab: A case of urdu and
Bayramova, A.M. (2016) Interrelation of language and culture. Theory and Practice in
Mulatu, M., Mandefro, E., Abebe, T., Yona, Y. (2017) The impact of remedial training on
Ipina, N., Sagaste, P. (2017) Teachers students attitudes towards English in a multilingual