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Copyright of Journal of Elementary Education / Revija za Elementarno Izobraževanje is the property of University of Maribor, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of CEPS Journal is the property of University of Ljubljana, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper discusses the intrinsic potential offered by classroom interaction for language development. The first part examines several theoretical aspects and characteristics of classroom communication. The second part presents the results of a study which investigates different aspects of classroom interaction in foreign language teaching and the strategies used to encourage classroom communication in the target language. The study, which combines quantitative and qualitative research methods, is based on a survey of Slovene teachers teaching English in primary school. Results suggest that while the respondents are well aware of the benefits of using English in classroom communication, they generally use it in an arbitrary and unsystematic fashion. We would like to argue that we can contribute to the effectiveness of the teaching process by approaching classroom communication with a systematic and consistent format. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Elementary Education / Revija za Elementarno Izobraževanje is the property of University of Maribor, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper focuses on the significance of anxiety in foreign language learning, as it seems that anxiety plays a significant role in the foreign language classroom. It provides insight into research already conducted in the field of foreign language anxiety. First, it examines the influence of specific factors on the English language achievement and then it focuses on the relationship between anxiety and foreign language achievement. Several authors argue that anxiety has a great impact on language learning. This study, therefore, seeks to explore the role of anxiety in the foreign language classroom. The quantitative case study aims to identify the level of foreign language anxiety among students of the Faculty of Education at the University of Primorska and to determine the connection between foreign language anxiety and performance. The study was based on a survey carried out among 141 students. The choice of the sample can be justified by the fact that university students have already developed their attitudes towards foreign language learning and they are capable of metacognition which would not be the case with younger learners. The data were analysed using descriptive statistics, as well as bivariate and multivariate inferential statistics. The results suggest that the majority of students exhibit high levels of foreign language anxiety and that there is a significant correlation between foreign language anxiety and students' matura grades. The findings show that students who achieved higher results in their matura examination exhibit lower levels of anxiety compared to students with lower grades. The results of the research also indicate a considerable correlation between foreign language anxiety and (not) taking the matura exam. Students who did not take the matura examination in English exhibit higher levels of foreign language anxiety compared to those who did. This seems to be a significant finding since there is a possibility that the students' anxiety might be the reason why they did not decide to take the English matura examination. The sample, however, is not representative which is why we cannot make any generalisations but the research resulted in some valuable findings that can represent a good foundation for further research. [ABSTRACT FROM AUTHOR]