The Role of Language Anxiety in Teacher-fronted and Small-group Interaction in Spanish as a Foreign Language: How Is Pronunciation Accuracy Affected?
Year: 2007
Type: article
Abstract: The use of group work in the second language classroom has become common with the introduction of Communicative Language Teaching. The focus on group work has led to a body of research analyzing differences in student speech in the group work and teacher-fronted environments. The present study focused on differences in pronunciation accuracy in these two environments, and the influence that language anxiety may have on these differences. The results show that pronunciation accuracy does not differ between the two environments. In addition, there was no significant relationship between pronunciation accuracy and anxiety in the group work environment. However, there was a significant negative correlation (r = -.562, p = .012) between language anxiety and pronunciation accuracy in the teacher-fronted environment. This suggests that language anxiety only has negative effects on pronunciation during teacher-fronted activities.
Author: Ellen Feigenbaum
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2271823650