Foreign language learning anxiety in adults and their coping strategies

Nino Samnidze,Marine Gurgenidze,Tatia Nakashidze-Makharadze,Nana Makaradze,Medea Diasamidze

doi:10.18844/prosoc.v7i1.4873

Abstract

It is widely known that language proficiency has become essential in today's competitive world, but learning a foreign language in adulthood causes anxiety. The purpose of this work is to study the approaches and methodology applied when teaching adults, to determine a foreign language learning anxiety and to select effective teaching strategies. Research methods, such as observation, questionnaire survey, interview, focus group, experiment and analysis, were used in this study. The experimental results included the methodology of forming a group of learners, selection of teaching and assessment methods, and differentiated approaches in teaching. Consequently, the level of anxiety significantly decreased and learning outcomes were improved. Speaking skills were enhanced considerably. Although foreign language teaching centres/courses apply different teaching methodologies, they do not consider the age and individual characteristics when grouping students or selecting teaching methods that have a great effect on both the quality of learning and the learners' emotional state.

Highlights

Nino Samnidze*, Centre of Foreign Languages and Information Technologies, Batumi Shota Rustaveli State University, 6010 Batumi, Georgia
The fear and anxiety related to foreign language acquisition increase along with the age (Gardner, 2011; Horwitz, 2010; Liu & Huang, 2011), which is caused by some stress factors, such as problems with memorising, lack of time, feeling embarrassed and inhibited, the difference in age, level of language, education, employment, socioeconomic and other factors (Dewaele, 2011; Namaziandost et al, 2020; Oxford & Ehrman, 1995)
The purpose of this work is, first, to study and compare the approaches and methodology applied by foreign language centres/courses for adults; second, to determine whether foreign language acquisition causes stress and anxiety in adults and its impact on mastering a foreign language; and third, to identify teaching strategies to cope with these issues efficiently (Yavas Celik & Yavuz, 2020)

Summary

Introduction

Nino Samnidze*, Centre of Foreign Languages and Information Technologies, Batumi Shota Rustaveli State University, 6010 Batumi, Georgia. The purpose of this work is to study the approaches and methodology applied when teaching adults, to determine a foreign language learning anxiety and to select effective teaching strategies. Research methods, such as observation, questionnaire survey, interview, focus group, experiment and analysis, were used in this study. Mastering a foreign language, especially English as an international language, represents one of the most significant challenges to the modern world, and Georgia as well The necessity of it is conditioned by various reasons and the most important ones are employers' demands, immigration, and migration, the need for moving to another country for a job or study purposes, mobility, academic activity and participation in exchange programmes (Dekanoidze, 2018). The fear and anxiety related to foreign language acquisition increase along with the age (Gardner, 2011; Horwitz, 2010; Liu & Huang, 2011), which is caused by some stress factors, such as problems with memorising, lack of time, feeling embarrassed and inhibited, the difference in age, level of language, education, employment, socioeconomic and other factors (Dewaele, 2011; Namaziandost et al, 2020; Oxford & Ehrman, 1995)

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