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Phonological Attainment and Foreign Language Anxiety in Distance Language Learning: A Quantitative Approach
- Source :
-
Distance Education . 2016 37(3):287-301. - Publication Year :
- 2016
-
Abstract
- Learning a language through distance means is becoming increasingly widespread. The investigation reported in this paper was part of a large study (n = 590) carried out in 2011, which examined the experience of English-speaking students learning French pronunciation in a distance setting. This paper explores the hypothesis that there is a link between foreign language anxiety (FLA) and phonological attainment when learning in a distance setting. Quantitative methods included a questionnaire which explored FLA and learning pronunciation of English-speaking students learning French in a distance setting (n = 590). Pronunciation competence and FLA were measured using two instruments: an adapted version of the Foreign Language Classroom Anxiety Scale, which was part of the questionnaire, and a phonological attainment rating table, assessed through a reading activity. A significant correlation was found between good pronunciation skills and low levels of FLA.
Details
- Language :
- English
- ISSN :
- 0158-7919
- Volume :
- 37
- Issue :
- 3
- Database :
- ERIC
- Journal :
- Distance Education
- Publication Type :
- Academic Journal
- Accession number :
- EJ1117833
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.1080/01587919.2016.1233049