How to Reduce Foreign Language Anxiety in Iranian EFL Learners

How to Reduce Foreign Language Anxiety in Iranian EFL Learners

There have always been numerous cognitive factors affecting human being performances and regarding language learning and acquisition as one of the most important performances of human being, it has always been under the influence of a lot of cognitive factors; cognitive factors facilitating and sometimes complicating this process.Beside studying several cognitive factors affecting language learning and acquisition, Foreign Language Anxiety (FLA) has always been the center of attention and scholars in the field of teaching and learning languages have always tried to study, understand and measure different aspects and effects of this cognitive factor in their studies. This article is intended to teach a group of TEFL students to use FLA reducing strategies in pronouncing English words. The psychological training in this study was not supposed to have a treating role but to be helping the individuals to cope with stress they experience during pronouncing English words. To fulfil the purpose, a self-reported Foreign Language Pronunciation Anxiety (FLPA) questionnaire was administered to examine the students English pronunciation anxiety before and after the training. Also, the students English pronunciation was evaluated before and after the training. The result showed that the level of anxiety the subjects of the experimental and the control group experienced before training was similar but after training, the anxiety the experimental group reported was significantly less than that of the control group.

There have always been numerous cognitive factors affecting human being performances and regarding language learning and acquisition as one of the most important performances of human being, it has always been under the influence of a lot of cognitive factors; cognitive factors facilitating and sometimes complicating this process.Beside studying several cognitive factors affecting language learning and acquisition, Foreign Language Anxiety (FLA) has always been the center of attention and scholars in the field of teaching and learning languages have always tried to study, understand and measure different aspects and effects of this cognitive factor in their studies. This article is intended to teach a group of TEFL students to use FLA reducing strategies in pronouncing English words. The psychological training in this study was not supposed to have a treating role but to be helping the individuals to cope with stress they experience during pronouncing English words. To fulfil the purpose, a self-reported Foreign Language Pronunciation Anxiety (FLPA) questionnaire was administered to examine the students English pronunciation anxiety before and after the training. Also, the students English pronunciation was evaluated before and after the training. The result showed that the level of anxiety the subjects of the experimental and the control group experienced before training was similar but after training, the anxiety the experimental group reported was significantly less than that of the control group.