STRATEGIJE UČENJA STRUKE I ANSKIOZNOST U UČENJU ENGLESKOG JEZIKA STRUKE U VISOKOŠKOLSKOJ NASTAVI
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Објављено:
Кључне речи:
anksioznost, engleski kao jezik struke, strani jezik, usmeno izražavanje, strategije
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Сажетак
Prethodne studije su istakle značaj strategija učenja stranih jezika u ovladavanju jezičkim veštinama (razumevanjem pročitanog teksta, veštinom pisanja i usmenog izražavanja) i da je anksioznost u učenju stranog jezika afektivni faktor koji se često inicira u formalnom obrazovnom kontekstu u učionici. Istraživanja su, takođe, pokazala da učenici koji imaju niži nivo anksioznosti u učenju stranog jezika češće primenjuju strategije učenja stranog jezika od onih učenika koji imaju viši nivo anksioznosti u učenju jezika. Ove karakteristike treba uzeti u obzir prilikom koncipiranja nastave stranog jezika i izrade nastavnog programa učenja stranog jezika. Cilj ovog istraživanja je da ustanovi učestalost primene strategija usmenog izražavanja na engleskom jeziku kao stranom jeziku struke,nivo jezičke anksioznosti kod ispitanika, i razlike u upotrebi strategija usmenog izražavanja kod ispitanika na različitim nivoima jezikčke anskioznosti. Ispitano je 60 studenata osnovnih studija, budućih inženjera biotehnologije, koji uče engleski kao strani jezik struke na Univerzitetu u Kragujevcu, Srbija. Instrument korišćen za merenje primene strategija usmenog izražavanja je bila Skala samoprocene učenikovih strategija usmenog izražavanja na stranom jeziku, zasnovana na Skali strategija učenja stanog jezika (Oxford, 1989b). Instrument korišćen za merenje anksioznosti u učenju stranog jezika je bila Skala anksioznosti u učenju stranih jezika (Horwitz, 1986; Horwitz et al., 1986). Rezultati ukazuju na to da su ispitanici često koristili strategije usmenog izražavanja na engleskom jeziku i da su pokazali umeren nivo jezičke anksioznosti u usmenom izražavanju na engleskom jeziku u nastavnoj situaciji. Nisu zabeležene statistički značajne razlike u upotrebi strategija usmenog izražavanja na engleskom jeziku između ispitanika na različitim nivoima naksioznosti. Izuzetak su tri strategije – gestikulacija, korišćenje sinonima i opisnih objašnjenja u nemogućnosti da se sete odgovarajuće reči na engleskom jeziku. Ispitanici koji su imali niži nivo jezičke anksioznosti češće su koristili sinonime i opisna objašnjenja u situacijama kada nisu mogli da se sete adekvatne reči u usmenom izražavanju na engleskom jeziku. Ispitanici koji su bili na višem nivou jezičke anksioznosti češče su obraćali pažnju kada neko govori na engleskom jeziku. U nemogućnosti da se sete odgovarajuće reči na engleskom jeziku češće su gestikulirali ispitanici srednjeg nivoa anksioznosti. Nastavnici stranog jezika bi trebalo da stvaraju pozitivnu atmosferu uz pružanje podrške učenicima i da osposobljavaju učenike da primenjuju strategije usmenog izražavanja. U budućnosti bi trebalo sprovesti istraživanja sa većim brojem ispitanika da bi se potvrdile ovakve tendencije.
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Бојовић, М. Д. STRATEGIJE UČENJA STRUKE I ANSKIOZNOST U UČENJU ENGLESKOG JEZIKA STRUKE U VISOKOŠKOLSKOJ NASTAVI. Годишњак Филозофског факултета у Новом Саду, 45(5), 181–203. https://doi.org/10.19090/gff.2020.5.181-203
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ELALT
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Green, J. M.–Oxford, R. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29(2), 261-297. doi:10.2307/3587625
Horwitz, E. K. (1986). Preliminary evidence for the reliability and validity of a Foreign Language Anxiety Scale. TESOL Quarterly, 20, 559-562.
Horwitz, E. K.–Horwitz, M. B. & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70, 125-132.
Horwitz, E. K. (2010). Research timeline: Foreign and second language anxiety. Language Teaching, 43(2), 154-167. doi:10.1017/S026144480999036X
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Liu, H.–Chang, C. (2013). A study on language learning strategy use and its relation to academic self-concept: The case of EFL students in Taiwan. Journal of Language Teaching and Research, 4(2), 260-268. doi:10.4304/jltr.4.2.260-268
Lucas, R. I.–Miraflores, E. & Go, D. (2011). English language learning anxiety among foreign language learners in the Philippines. Philippine ESL Journal, 7, 94-119.
Maros-Llinas, M.–Garan, M. J. (2009). Effects of language anxiety on three proficiency-level courses of Spanish as a foreign language. Foreign Language Annals, 42(1), 94-111.
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Chang, H-C.–Fang, W-C.–Yang, B-H.–Luo, B-R.–Chew, S-W. & Chen, N-S. (2017). Examining the relationships between foreign language anxiety and attention during conversation tasks. In: Popescu, E.-Kinshuk, M.-Khribi, K.-Huang, R.-Jemni, M.-Chen, N-S. & Sampson, D. J. (Eds.) (2017). Innovations in smart learning. Singapore: Springer Science+Business Media. 1-11.
Cheng, Y.–Horwitz, E. K. & Schallert, D. L. (1999). Language anxiety: Differentiating writing and speaking components. Language Learning, 49(3), 417-446. doi: 10.1111/0023-8333.00095
Chiang, Y. (2006). Connecting two anxiety constructs: An interdisciplinary study of foreign language anxiety and interpretation anxiety. (Unpublished doctoral dissertation). The University of Texas, Austin (USA). Downloaded 12 September 2019 from http://repositories.lib.utexas.edu/bitstream/handle/2152/2695/chiangd66244.pdf.
Cohen, A. D. (2005). Strategies for learning and performing L2 speech acts. Intercultural Pragmatics, 2(3), 275-301.
Cohen, A. D. (2010). Focus on the language learner: Style, strategies, and motivation. In: Schmidt, N. (Ed.) (2010). An introduction to applied linguistics. London: Hodder Education, 161-178.
Cohen, A. D. (2014). Strategies in learning and using a second language. New York: Routledge.
Crookall, D.–Oxford, R. L. (1991). Dealing with anxiety: Some practical activities for language learners and teacher trainees. In: Horwitz, E.-Horwitz, I. & Cope, I. (Eds.) (1991). Language anxiety: From theory and research to classroom implications. Englewood Cliffs, NJ: Prentice Hall. 141-150.
Ehrman, M.–Leaver, B. & Oxford, R. L. (2003). A brief overview of individual differences in second language learning. System, 31(3), 313–330.
Gkonou, C. (2014). Sociolinguistic parameters of L2 speaking anxiety. In: Pawlak, M.-Bielak, J. and Mystkowska-Wiertelak, A. (Eds.) (2014). Classroom-oriented research: Achievements and challenges. Springer International Publishing Switzerland. 15-32.
Goh, C. C. M., & Burns, A. (2012). Teaching speaking: A holistic approach. Cambridge, England: Cambridge University Press.
Gordon, E. G.–Sarason, S. B. (1955). The relationship between “test anxiety” and “other anxieties”. Journal of Personality, 23(3), 317-323. doi: 10.1111/1467-6494.ep8930749.
Gregersen, T. (2003). To err is human: A reminder to teachers of language-anxious students. Foreign Language Annals, 36(l), 25-32.
Gregersen, T. (2005). Nonverbal cues: Clues to the directions of foreign language anxiety. Foreign Language Annals, 38(3), 388-400. doi:10.1111/j.1944-9720.2005.tb02225.x
Gregersen, T.–Horwitz, E. K. (2002). Language learning and perfectionism: anxious and non-anxious language learners’ reactions to their own oral performance. The Modern Language Journal, 86(4), 562-570.
Green, J. M.–Oxford, R. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29(2), 261-297. doi:10.2307/3587625
Horwitz, E. K. (1986). Preliminary evidence for the reliability and validity of a Foreign Language Anxiety Scale. TESOL Quarterly, 20, 559-562.
Horwitz, E. K.–Horwitz, M. B. & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70, 125-132.
Horwitz, E. K. (2010). Research timeline: Foreign and second language anxiety. Language Teaching, 43(2), 154-167. doi:10.1017/S026144480999036X
Huang, X-H.–van Naerssen, M. (1987). Learning strategies for oral communication. Applied Linguistics 8(3), 287-307. doi: https://doi.org/10.1093/applin/8.3.287
Kawai, Y. (2008). Speaking and good language learners. In: Griffiths, C. (ed.) (2008). Lessons from good language learners. Cambridge: Cambridge University Press. 218-230.
Khalil, A. (2005). Assessment of language learning strategies used by Palestinian EFL learners. Foreign Language Annals, 38(1), 108-119. doi:10.1093/applin/8.3.287
Khamkhien, A. (2012). Proficiency, motivation, and classroom anxiety and their effect on language learning strategies used by Thai EFL learners. RJAS, 2(2), 85-98. doi:10.14456/rjas.2012.9
Lee, K. R.–Oxford, R. (2008). Understanding EFL learners’ strategy use and strategy awareness. The Asian EFL Journal, 10(1), 7-32. Downloaded 20 September 2019 from http://www.asian-efl-journal.com/March_2008_EBook.pdf
Liu, M. (2018). Interactive effects of English-speaking anxiety and strategy use on oral English test performance of high- and low-proficient Chinese university EFL learners. Cogent Education, 5(1), 1562410. Downloaded 18 June 2020 from https://www.cogentoa.com/article/10.1080/2331186X.2018.1562410
Liu, H.–Chang, C. (2013). A study on language learning strategy use and its relation to academic self-concept: The case of EFL students in Taiwan. Journal of Language Teaching and Research, 4(2), 260-268. doi:10.4304/jltr.4.2.260-268
Lucas, R. I.–Miraflores, E. & Go, D. (2011). English language learning anxiety among foreign language learners in the Philippines. Philippine ESL Journal, 7, 94-119.
Maros-Llinas, M.–Garan, M. J. (2009). Effects of language anxiety on three proficiency-level courses of Spanish as a foreign language. Foreign Language Annals, 42(1), 94-111.
MacIntyre, P. D. (1999). Language anxiety: A review of the research for language teachers. In: Young, D. J. (Ed.) (1999). Affect in foreign language and second language teaching: A practical guide to creating a low-anxiety classroom atmosphere. Boston: Mc Graw-Hill. 24-45.
MacIntyre, P. D.–Gardner, R. C. (1991). Investigating language class anxiety using the focused essay technique. The Modern Language Journal, 75(3), 296-304.
MacIntyre, P. D.–Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44, 283-305.
MacIntyre, P. D.–Noels, K. A. (1996). Using social-psychological variables to predict the use of language learning strategies. Foreign Language Annals, 29(3), 373- 386.
Murray, B. (2010). Students’ language learning strategy use and achievement in the Korean as a foreign language classroom. Foreign Language Annals, 43(4), 624-634. doi:10.1111/j.1944-9720.2010.01105.x
Oh, J. (1992). Learning strategies used by university EFL students in Korea. Language Teaching [Korea], 1, 3-53.
Ohata, K. (2005). Potential sources of anxiety for Japanese learners of English: Preliminary case interviews with five Japanese college students in the U.S. TESL-EJ, 9(3), 1-21.
Olivares-Cuhat, G. (2010). Relative importance of learning variables on L2 performance. Linguistik online, 43(3/10), 99-116. Downloaded 11 September 2019 from http://www.linguistik-online.de/43_10/olivarescuhat.pdf
O’Malley, J. M.–Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
O’Malley, J. M.–Chamot, A. U.–Stewner-Manzanares, G.–Russo, R. P. & Kupper, L. (1985). Learning strategy applications with students of English as a second language. TESOL Quarterly, 19(3), 557-584. doi:10.2307/3586278
Oxford, R. L. (1989). Strategy Inventory for Language Learning. Downloaded 30 July 2019 from http://www.finchpark.com/arts/sille.doc
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New York: Newbury House.
Oxford, R. L. (2017). Teaching and researching language learning strategies: Self-regulation in context. New York and London: Routledge.
Palacios, L. M. (1998). Foreign language anxiety and classroom environment: A study of Spanish university students. PhD dissertation, Austin, The University of Texas.
Pawlak, M. (2011). Anxiety as a factor influencing the use of language learning strategies. In: Pawlak, M. (Ed.) (2011). Extending the boundaries of research of second language learning and teaching. Berlin-Heideleberg: Springer Verlag. 149-165.
Pawlak, M. (2018a). Grammar learning strategy inventory (GLSI): Another look. Studies in Second Language Learning and Teaching, 8(2), 351-379. doi: 10.14746/ssllt.2018.8.2.8
Pawlak, M. (2018b). Investigating the use of speaking strategies in the performance of two communicative tasks: The importance of communicative goal. Studies in the Second Language Learning and Teaching 8(2), 269-291. See doi: 10.14746/ssllt.2018.8.2.5
Pietrzykowska, A. (2014). The relationship between learning strategies and speaking performance. In: Pawlak, M.-Mystkowska-Wiertelak, A. & Bielak, J. (Eds.) (2014). Classroom-oriented research: Achievements and challenges. Heidelberg: Springer. 55-68.
Pichette, F. (2009). Second language anxiety and distance language learning. Foreign Language Annals, 42(1), 77-93.
Rodriguez, M.–Abreu, O. 2003. The stability of general foreign language classroom anxiety across English and French. The Modern Language Journal, 87(3), 365-374.
Rubin, J. (1975). What the “good language learner” can teach us? TESOL Quarterly, 9(1), 41-51.
Samimy, K. K. (1994). Teaching Japanese: Considerations of learners’ affective variables. Theory into Practice, 33(1), 29-33. Downloaded 3 October 2019 from http://www.jstor.org/stable/1476413?origin=JSTOR-pdf.
Shabani, M. B. (2015). On the relationship between foreign language anxiety and language learning strategies among Iranian EFL learners. International Journal of Educational Investigations, 2(2), 9-23.
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