ABSTRACT

Foreign language learning in classroom settings has long been found to be associated with anxiety. Though it is known that sources of foreign language anxiety are varied, whether anxiety is related to learners’ inherent beliefs about language learning is understudied. To this end, the present study examines the possible relationship between learner beliefs and language anxiety in the under-researched Turkish EFL context. A population of university-level Turkish EFL learners (n = 153) completed the Beliefs about Language Learning Inventory (BALLI) and the Foreign Language Classroom Anxiety scale (FLCAS). The underlying constructs in both instruments were explored using an Exploratory Factor Analysis (EFA). A series of Pearson Product-Moment Correlation Coefficient (PPMCC) tests were performed on the factor scores from both instruments. The findings revealed that fear of ambiguity was positively linked to classroom performance anxiety and negative feelings towards English. In addition, the more confident learners feel themselves using English, the more desire they seem to have to interact with native speakers. Overall, positive beliefs about language learning may be helpful in reducing anxiety and boosting confidence in language learning. These findings not only enhance our understanding of the complex psychology of language learning but also have important implications for instructed EFL/ESL settings.

摘要

长期以来，在教室里学习外语与焦虑有关。尽管众所周知，外语焦虑的来源多种多样，但人们仍在研究焦虑是否与学习者对语言学习的内在信念有关。为此，本研究考察了在研究不足的土耳其EFL语境下学习者的信念与语言焦虑之间的可能关系。土耳其大学EFL学习者人数（n = 153）完成了关于语言学习量表的信念（BALLI）和外语课堂焦虑量表（FLCAS）。使用探索性因子分析（EFA）探索了这两种仪器中的潜在构建体。对两种仪器的因子得分进行了一系列的Pearson乘积矩相关系数（PPMCC）测试。调查结果表明，对模棱两可的恐惧与课堂表现焦虑和对英语的消极情绪正相关。此外，学习者越有信心使用英语，他们似乎就越需要与说英语的人互动。总体而言，对语言学习的积极信念可能有助于减轻焦虑并增强对语言学习的信心。