Foreign Language Anxiety Phenomenon and Coping Strategies among Students in Business English Audio-Visual and Speaking Courses

Authors

  • Qin Guo
  • Yanqi Yao

DOI:

https://doi.org/10.54097/erjr3f90

Keywords:

Business English; Audiovisual-speaking course; Foreign language anxiety.

Abstract

As a course that emphasizes practical international business communication skills, Business English Audiovisual Speaking requires students not only to master language skills, but also to be able to apply them flexibly in a real business environment. However, this highly practical and professional requirement often causes students to encounter difficulties in language comprehension, expression and failure to keep up with the progress in the learning process, thus triggering foreign language anxiety. Such anxiety not only affects students' learning efficiency, but also may lead them to fear negative evaluations and even refuse to communicate in a second language when necessary. Based on the theory of foreign language anxiety, this study takes students majoring in Business English in College G as the research object and analyzes in depth the phenomenon of students' foreign language anxiety in Business English Audiovisual Speaking course. It is found that students generally have moderate to severe foreign language and listening anxiety in this course. To this end, targeted coping strategies were proposed, including students' self-regulation strategies and teachers' effective teaching methods. These strategies aim to help students alleviate their foreign language anxiety, thereby improving their language learning, and ultimately cultivating high-quality talents who are competent in the international business environment. Through this study, we hope to provide an empirical basis for the field of business English education and contribute to the reduction of students' foreign language anxiety and the improvement of teaching quality.

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References

[1] Horwitz, E. K. (1989). The Foreign Language Classroom Anxiety Scale. In E. K. Horwitz, J. C. Horwitz, & D. J. Young (Eds.), Language Anxiety: From Theory to Classroom Practice (pp. 39 - 44). Englewood Cliffs, NJ: Prentice Hall.

[2] MacIntyre, P. D. (2017). An overview of language anxiety research and trends in its development. UK: Multilingual Matters.

[3] Zhang, P. (2009). Research on the relationship between foreign language anxiety and learning strategies of English majors [Master's thesis, Guangxi Normal University]. Guilin.

[4] Zhang, T. T. (2022). An empirical study on the relationship between college students' self-efficacy, foreign language learning anxiety and learning burnout. Journal of Southwest Jiaotong University (Social Sciences Edition), 2022(6), 55 - 64.

[5] MacIntyre, P. D. (2017). An overview of language anxiety research and trends in its development. UK: Multilingual Matters. DOI: https://doi.org/10.21832/9781783097722-003

[6] Li, Y. (2021). A study on language anxiety in business English listening and speaking classes for vocational college students [Master's thesis, Jilin University of Foreign Languages].

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Published

13-11-2024

Issue

Section

Articles

How to Cite

Guo, Q., & Yao, Y. (2024). Foreign Language Anxiety Phenomenon and Coping Strategies among Students in Business English Audio-Visual and Speaking Courses. International Journal of Education and Social Development, 1(1), 35-42. https://doi.org/10.54097/erjr3f90