Phonological attainment and foreign language anxiety in distance language learning: a quantitative approach |
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| Authors: | Daniel Bosmans Stella Hurd |
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| Institution: | 1. Faculty of Education and Language Studies, The Open University in the North West, Manchester, UK;2. Department of Languages, Faculty of Education and Language Studies, The Open University, Milton Keynes, UKd.bosmans@open.ac.uk;4. Department of Languages, Faculty of Education and Language Studies, The Open University, Milton Keynes, UK |
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| Abstract: | Learning a language through distance means is becoming increasingly widespread. The investigation reported in this paper was part of a large study (n = 590) carried out in 2011, which examined the experience of English-speaking students learning French pronunciation in a distance setting. This paper explores the hypothesis that there is a link between foreign language anxiety (FLA) and phonological attainment when learning in a distance setting. Quantitative methods included a questionnaire which explored FLA and learning pronunciation of English-speaking students learning French in a distance setting (n = 590). Pronunciation competence and FLA were measured using two instruments: an adapted version of the Foreign Language Classroom Anxiety Scale, which was part of the questionnaire, and a phonological attainment rating table, assessed through a reading activity. A significant correlation was found between good pronunciation skills and low levels of FLA. |
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| Keywords: | Distance learning foreign language anxiety French pronunciation |
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