الخلاصة:
Affective variables are among a myriad of parameters that impact foreign language learning. They are often displayed as personal and emotional attributes that define the learners’ readiness to acquire the target language. In the same angle, foreign language speaking anxiety is deemed as the most notable characteristic that has a detrimental effect on students’ oral performance while learning English. Accordingly, this study investigated the nature and sources of foreign language speaking anxiety in the Algerian high school context, coupled with students and teachers’ perception and awareness of the reasons obstructing the continuity of their learning. This investigation was conducted at November 1st, 1954 Secondary School with the participation of 55 students belonging to three different educational streams and profiles; 1st year scientific and literary stream classes in addition to 2nd year foreign languages stream class. Moreover, 7 teachers from different corners of Algeria collaborated in responding to the administered interviews.
Data were collected through an adapted foreign language speaking anxiety scale (FLSAS) questionnaire and semi-structured interviews. The questionnaire consisted of 17 items testing the general foreign language proficiency, the cognitive, emotional and physical variables of the students while learning English, altogether with accounting the classroom environment, teaching procedures and methodologies as either facilitating or debilitating the whole foreign language learning process. The selection of the teachers as eminent participants to the answering of the interviews was for an immersive rational on supplying a detailed analysis on the factors incorporating in the arousal of this topic-specific type of anxiety.
The analysis of this case study revealed that the participants had mildly anxious to anxious tendencies towards foreign language speaking anxiety. On the same basis, the results outlined that the fear of negative evaluation and their terror of making mistakes are among the highest rated factors to increasing their nervousness. Furthermore, their self- deprecating attitudes were exhibited in their irritability of others perception while performing in a foreign language due to their low self esteem and confidence combined with their personality traits. In the same context, the interviews had further confirmed the negative contributions of the aforementioned factors insisting on their continuous efforts on diminishing the effects of speaking anxiety in their classrooms to maintain an enjoyable, learning-centered and effective educational atmosphere.
