STUDENTS’ FOREIGN LANGUAGE ANXIETY FACTORS AND COPING STRATEGIES

Abstract

The article deals with the analysis of students’ foreign language anxiety problem. The aim of this study is to determine student’s foreign language anxiety factors and to make a list of anxiety coping strategies for teachers of foreign languages. Findings of national and foreign researchers in the field of language anxiety were analyzed and compared. The students’ responses to the questionnaire on foreign language anxiety factors were collected and the commonest factors were defined. Foreign language anxiety factors were arranged into three groups: personality, situation-specific and classroom organization factors. The students’ questionnaire results allowed enlisting the most anxiety-related activities within the classroom which make students feel apprehended and willing to avoid them: taking tests, delivering a presentation or a speech, taking part in discussions. Among the real life social activities small talk, speaking to foreigners in the street and having a job interview were admitted the most stressful ones. The analysis of foreign language coping strategies mentioned in scientific resources was held and both advantages and disadvantages of each method were noted which constitutes the novelty of the study. The foreign language anxiety coping strategies for teachers were created and include creating beneficial atmosphere for effective cooperation, thorough selection of situations for conversation which can facilitate social communication in real life, constructive error correction by the teacher and their natural origin discussion. It is considered relevant to make up a set of techniques for students to cope with foreign language anxiety.