METADATA
Title: Identifying English Language Classroom Anxiety Of Students Of International Relations
Vol. 8(1), 2020, pp. 6-15
DOI: 10.46687/SILC.2020.v08i01.001
Author: Zarina Markova
About the author: Dr Zarina Markova is a teacher educator at the Faculty of Philology, South-West University in Blagoevgrad. She teaches courses in Foreign Language Teaching Methodology, Language Acquisition and Foreign Language Teaching and general English, and is also responsible for organising student-teachers’ observation and teaching practice, and for conducting state teacher certifications. Dr Markova has participated in several national and international projects in the field of English language teaching and learning. Her research interests include individual differences in foreign language learning, and pre-service teachers' cognition. She is a recipient of the 2016 FIPLV International Award.
E-mail: zarinamarkova@abv.bg
ORCID iD: https://orcid.org/0000-0003-0760-1274
Author: Teodora Yaneva
About the author: Lecturer at the Faculty of Law and History, South-West University “Neofit Rilski”, Blagoevgrad
e-mail: teodorayaneva33@gmail.com,
ORCID ID: https://orcid.org/0000-0003-3489-2134
Citation (APA style): Markova, Z., & Yaneva, T. (2020). Identifying English language classroom anxiety of students of International Relations. Studies in Linguistics, Culture, and FLT, 8(1), 6-15. doi:10.46687/SILC.2020.v08i01.001
Link: https://silc.fhn-shu.com/images/issues/2020/SILC_2020_Vol_8_Issue_1_006-015_10.pdf
Abstract: The article presents the findings of a small-scale study of the English language anxiety of students of International Relations at South-West University “Neofit Rilski”, Blagoevgrad. Data were collected via the Foreign Language Classroom Anxiety Scale (FLCAS). The survey results suggest that speaking and test taking are the aspects of English language learning that provoke most anxiety in the surveyed group. Additionally, there are indications that respondents fear their peers’ negative evaluation. Changes in the teaching practice are suggested that might reduce the level of students’ English language classroom anxiety.
Key words: English language teaching, foreign language classroom anxiety, students of International Relations.
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