Foreign Language Anxiety's Forgotten Study: The Case of the Anxious Preservice Teacher

Date

2015-12-01

Author

Tum, Danyal Oztas

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This article argues that nonnative preservice teachers are just as susceptible to foreign language anxiety as are inexperienced language learners, a claim carrying important implications for the EFL classroom. The results of the study described in this article indicate that anxious preservice teachers experience significant levels of language anxiety to a degree that may cause them to avoid using the target language and language-intensive teaching practices in their classrooms. The article also proposes steps toward helping preservice teachers cope with and hopefully overcome their language anxiety.

Subject Keywords

Learning Anxiety, Students, Performance, Learners, English, Cues

URI

https://hdl.handle.net/11511/63610

Journal

TESOL QUARTERLY

DOI

https://doi.org/10.1002/tesq.190

Collections

Education and Humanities, Article

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Citation Formats

D. O. Tum, “Foreign Language Anxiety’s Forgotten Study: The Case of the Anxious Preservice Teacher,” TESOL QUARTERLY, pp. 627–658, 2015, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/63610.