Jezička anksioznost nastavnika stranog jezika u Srbiji - značaj njenog prepoznavanja i ublažavanja

[EN]English and Chinese are the two most widely spoken languages in the world. The United States and China, as the two most powerful countries in the world, have experienced many changes in political and economic status in the few past decades, which leads to a new social phenomenon: that English and Chinese are two of the most demanded foreign languages in non-English-speaking and non-Chinese-speaking countries. As more people around the world are starting to study English and Chinese as a foreign language, there has been a growing interest in developing new methodologies which can facilitate the acquisition of these languages. The aim of this thesis is to try to find a compatible method of foreign language teaching and learning that will contribute to the body of knowledge being created around the teaching of these two great languages. Furthermore, it seeks innovative teaching methods that would provide for Teaching English as a Foreign Language (TEFL) and Teaching Chinese as a Foreign Language (TCFL) in such a way as to increase the time available for the natural practice of language skills in class. Two prevalent foreign language teaching methods were selected to be combined for this goal: Task-based Language Teaching (TBLT), representing task-centered FL teaching methods, and Content and Language Integrated Learning (CLIL), one of the current new FL teaching methods. In addition, this thesis also examines whether the TBLT-CLIL combinations would provide some stimulation in TEFL and TCFL or in any other foreign language teaching field, by exposing their particular features to class experiments. 
\nThe main aim was to show empirical evidence for the extent to which the combination of TBLT and CLIL could improve FL learners’ motivation to learn the target foreign language naturally. This evidence was sought through class experiments. The other concern was to provide a compatible methodology for FLT researchers and teachers to explore, research and use in all foreign language classrooms, while at the same time stimulating researchers to seek improved foreign language teaching approaches based on this study. 
\nTwelve groups, aged between 14 and 22, from five universities and schools in four countries participated in 20 classroom experiments for the two new proposed TBLT-CLIL combinations. After detailed introduction and comparisons of TBLT and CLIL, a questionnaire produced basic information on each participant such as age, gender and linguistic background, before class experiments began. During each experiment a class observation report was produced to record class performance, and post-experiment participant satisfaction evaluation forms were collected. 
\nThe analysis of all classroom experiments showed some improvements in the two TBLT-CLIL combinations in language skill competence and in FL learners’ motivation regarding target foreign language and subject content compared with their previously used teaching methods. It was the intention of this study to analyze the data as produced, rather than to compare them to other data. Therefore, neither its findings nor conclusions are necessarily generalizable to other contexts and should only be viewed as tentative recommendations that can be taken into account when teaching EFL or CFL or any other foreign languages. The perspective intends to be an open field and topic, requiring further research from future pioneers in the foreign language teaching field.

Intercultural Communicative Competence (ICC) is an object of recent studies in the areas of applied linguistics, education and teacher training, those discussing theoretical underpinnings of the intercultural approach and those focusing on classroom implications. In Poland, fostering FL learners’ ICC has become an ambitious goal of both FL education and FL teacher training. The paper discusses the results of the study which examined the empirical projects produced by pre-service FL teachers, participants of EFL training organized within a university setting. The topics of all the projects revolve around introducing intercultural elements in EFL teaching. The analysis examined the aims of the students’ projects, the methodology applied and the theoretical perspectives that underlined the studies. The findings allowed the author of the paper to construct the profile of a FL teacher who would be prepared to promote the principles of the intercultural approach in FL teaching. The paper may be of interest to those involved in FL education, including FL teacher training. / Keywords: intercultural communicative competence, teacher education, teaching English as a foreign language

The issue of communicative and creative FL teaching, where understanding and self-expression in the classroom are equally stressed, has long occupied linguists, methodologists, and materials writers.2 Despite approaches to FL teaching that encourage the spontaneous use of language in the classroom in order to understand messages in the FL,3 studying a FL too often still means memorization and application of grammatical rules and the exceptions to these rules (even in the spoken medium).4 Even eclectic approaches to FL teaching, though combining the most successful characteristics of existing methods, often have not succeeded in presenting the language material in a creative way,5 but have continued to stress learning to read through translation and grammatical exercises. Such failures suggest that successful FL teaching does not result from synthesis alone,6 but rather from achieving a closer rapprochement between classroom instruction and the acquisition of FL. Most FL learning takes place in the classroom, but the goal of learning a FL is presumably to use it in real life situations. Therefore, it is my thesis that we must transform the classical distinction between spoken and written language into an alliance between the two.7 It is important to stress the common rather than the distinctive features of oral and written language within the same discourse mode (e.g., narration, argumentation etc.).8 Furthermore, we must involve the student not only intellec-

This paper explores how pre-service EFL teachers perceive the variety of methodic-didactic and pedagogical forms of differentiation that they consider as acceptable in their teaching practice and which shed light on knowledge areas related to adaptivity competence. Our investigation looks into (a) qualitative questionnaire data that depict pre-service FL teachers’ conceptualizations of what it means to be a “good” and “bad” foreign language teacher; and (b) pre-service FL teachers’ quantitative evaluations of existing differentiation approaches designed for accommodating learners, especially ones experiencing specific learning differences such as difficulties with memorization, classroom communication, anxiety, or lexical and grammar confusion. Our results show that, despite expressing general agreement towards supporting individual learners’ needs, participants’ knowledge regarding how to respond to the needs of all FL learners appropriately is incomplete.

Aim. The primary objective of the present study was to investigate the level of Foreign Language learning Enjoyment and Foreign Language teaching Enjoyment experienced by foreign language teachers in Poland. The secondary aim of the study was to investigate the sources of FLE from the perspective of FL teachers. Methods. The informants of the study were Polish educators teaching foreign languages at different educational levels (from primary to tertiary education). To compute the obtained quantitative data, the statistical program STATISTICA was used. Standard descriptive and inferential statistics were used to report means, median and standard deviation for sociodemographic and baseline characteristics of the sample. The t-Test and one-way ANOVA were used to show mean differences in the score data. Results. The results of the study revealed that foreign language teachers experienced a relatively high lvel of both Foreign Language learning Enjoyment) and Foreign Language teaching Enjoyment (FL teaching Enjoyment), regardless of independent variables (e.g. place of residence, level of education, language being taught, the years of experience). The result revealed a significant gender difference in FL learning Enjoyment in favor of females, while there was no gender difference in FL teaching Enjoyment. A qualitative analysis of participants’ emotional experiences in FL classroom confirmed previous research on FLE to a certain degree. That is, FLE is more related to learner-internal and teacher-specific variables than to the behavior of the peers and the atmosphere created in the FL classroom. Conclusion. The originality of the present study lies in the choice of a mixed method approach (both of a qualitative and quantitative nature) using a relatively large sample in a field characterized by case studies. To the best of my knowledge, this is the first study on foreign language enjoyment among teachers within the Polish educational context.

The purpose of this study was to investigate stakeholders' perceptions of anforeign language (FL) program, in this case Indonesian, in a school context.nStakeholders here included teachers, students, parents, principals, and ancillary staffn(Fullan, 1991; Rea-Dickins, 1997). In particular, using Wenger�s (1998) communitynof shared practice theory, this study documented and described the stakeholders'nperceptions about foreign language learning, teaching, and assessment in a primaryn(junior) school.The study was conducted at the primary school of an independent college innQueensland, Australia from April to December, 2003. Multiple data collectionnmethods were used to gather data for the study. Written documents (e.g., teachingnprogram, teaching material, and students� works) containing information of FLnprogram implementation at the participating school were collected throughout thenterm of data collection. Participants were asked to participate in interviews andncomplete a survey. Multiple data sources were triangulated to enhance the descriptionnof FL learning, teaching, and assessment within this context.There have been few studies done integrating all groups of stakeholders in oneneducational context. The present study provided insights into how the differentngroups of stakeholders in this one context perceived FL teaching, learning, andnassessment. Taken together, the multiple sources of data richly described how thesenstakeholders in one learning environment described and defined Indonesian learning,nteaching, and assessment.n

Although teacher stress is a widespread phenomenon and a source of concern nowadays (Jepson & Forrest, 2006; Lazarus, 2006) there are practically no studies investigating factors evoking stress among foreign language teachers (Cowie, 2011). In view of the specificity of foreign language teaching, the study conducted in Poland suggests that there are stressors unique to people who teach foreign languages (Wieczorek, 2014). At language teaching courses much time is devoted to well-being of FL learners and the acceleration of their learning, whereas not much is said about how teachers could cope with heavy demands set upon them. Our knowledge is also weak with regard to how FL teachers could improve their well-being and self-esteem, the lack of which contributes to their occupational and general stress. The focus of the study presented in the paper is on the role of inhibitions and self-esteem of FL teachers in relation to their knowledge of the language they teach, and its impact on stress they experience. Using extracts from transcriptions of semi-structured interviews with teachers of foreign languages, the author discusses the impact of inhibitions and self-esteem on the stress of these teachers and their well-being at work.

Foreign language learning anxiety has been a heated topic in academia in recent years which explores the relationship between foreign language learning anxiety and test scores. Most researchers use Horwitz’s FLCAS foreign language classroom anxiety scale to research selected students and then analyze the data to draw conclusions. However, although there are many previous studies in terms of foreign language anxiety, there are still few studies on foreign language learning anxiety among Chinese college students, and most researchers focus on middle and high school students and ignore college students' foreign language learning anxiety. In view of this, this literature review draws on the previous research experience and is based on the relevant theories of foreign language learning anxiety, focusing on the correlation between foreign language learning anxiety and college students' foreign language learning performance. Therefore, this study will provide some implications and solutions for Chinese college students to reduce their foreign language anxiety.

Aim. The primary aim of this paper is to present and discuss the Apple-Tree Model of Emotion-Involved Processing in the context of foreign language learning with regard to didactic, neuroscientific, and psychological viewpoints. The proposed model mirrors theories which emphasize the role of emotional experiencing in the process of learning and relate it to the enhancement of cognitive processes. The secondary aim of this paper is to propose examples of application of these theories and recent research findings – with the use of videos in foreign language learning both inside and outside of the classes. Methods. Along with several others, two studies (an action research and experiment), dealing with the role of emotional engagement and positive emotional stimuli, are discussed in more detail. Concerning the action research (Kamenická & Kováčiková, 2019), the subjects of this study were 31 non-native teenage secondary grammar school EFL learners (i.e., 17-18 years old). In this study, the role of emotional engagement in foreign language learning was observed – with regard to learners of various learning styles. Concerning the experiment (Kráľová, Kamenická, & Tirpáková, submitted for publication), it provided both quantitative and qualitative data. Its subjects were 82 non-native first-year university EFL students (i.e., 18-19 years old). The effect of application of positive emotional stimuli during the foreign language classes was observed – with regard to research participants’ vocabulary retention, emotional experiencing, and their autonomic stress response. The qualitative data gathered dealt with research participants’ subjective perception of emotionally competent stimuli applied, vocabulary recall, and experimental classes as such. Results. The analysis of the qualitative data suggests that emotional engagement leads to better motivation to learn among learners, including the reluctant ones. Moreover, the research outcomes suggest that emotionally competent stimuli might be considered as a universal key, when it comes to engagement of learners of various learning styles. Furthermore, the qualitative data analysis also indicates that learners especially appreciate learning the foreign language through topics which are not usually part of school curriculum. The statistical data analysis indicates that positive emotional experiences lead to the increase of both foreign language enjoyment and learners’ foreign language vocabulary retention. Conclusions. The research findings suggest that positive emotional stimulation of FL learners might lead to their increased motivation for learning as well as to better retention of new language items. Furthermore, they also confirm the significant role of the teacher in terms of regulation and responsibility for the learning atmosphere. As nowadays, the FL learning does not take place in classes only, the teachers’ managerial guidance and direction of learners becomes essential more than ever. With regard to these findings, several ideas how to guide learners’ FL learning both inside and outside of class, are proposed – with the use of videos, which are staggeringly omnipresent in everyday lives of nowadays’ society.

The article analyzes the role of the acmeological approach in the future foreign language teacher training by investigating the main aspects that are as follows: study of the future FL teachers’ personal qualities and abilities, methods of raising their motivation and developing learner autonomy, opportunities for carrying out scientific research and studying the level of higher education institutions readiness to improve the quality of education. It was determined that the development of personal qualities and abilities, as well as the formation of professional competencies, is carried out as a consequence of the acmeological approach, which is integrated into the content of the educational program disciplines compiled for future teachers of foreign languages (English and German). The impact of various motivation types on the acmeological development of future foreign language teachers is clarified and intrinsic motivation is defined as the one that has the greatest stimulus to study. An overview of the possibilities for involving higher education students in research activities was carried out, as a result of which it was recommended to involve future teachers of foreign languages more widely in the realization of their scientific potential. A review of the readiness level of higher education institutions to improve the quality of teacher training has shown that there are positive changes that contribute to the effective process of education, but some recommendations have been identified that will intensively contribute to this process. Keywords: acmeological approach; future foreign languages teacher training; German language; English language; educational program; institutions of higher education; professional competencies; the content of education; motivation; self-development.

In the education policy of countries, FL education has never played such an important role as it has recently done. Most of the countries decreased FL learning age to the early years of education with a wide array of reasons ranging from the increasing interactions among nations to finding a prosperous occupation. Whatever the reason, every stakeholder expects the results of FL education to be satisfying. However, though some countries achieve better results, some others still fail to succeed as in Turkey. In Turkey, even at tertiary education most of the students are not so good at English which is also officially registered by some tests. Therefore, the current study aimed to scrutinize primary and secondary level English education in Turkey, to compare it to the countries that are among the most successful in learning FLs and in this respect to make suggestions for the improvement of FL education in Turkey. This qualitative study hinged on document analysis of relevant research and texts. As a result, it was found that on paper there are not so many differences among countries. However, having a centralized curriculum in all levels of education, problems in teacher education and training, and incompatibility of FL assessment practices to international tests and to the aims of language teaching are the issues that come into prominence in Turkish FL education and they require immediate action.

Background:
 Self-efficacy and foreign language learning anxiety are already known as two importantly affective variables in learning a foreign language. However, little is known about the relationships between the two affective variables with learners’ speaking performance. Therefore, this present study seeks to figure out: the EFL learners’ self-efficacy, foreign language learning anxiety (FLLA), speaking performance, and the correlation between their speaking performance and self-efficacy, speaking performance and FLLA, and self-efficacy and FLLA.
 Methodology:
 A correlational design was selected to answer the research questions. Seventy students of the sixth semester got involved in this study. Three research instruments were applied, namely: a self-efficacy questionnaire, a FLLA questionnaire, and one speaking test used to measure students’ speaking performance.
 Findings:
 Based on these results, it can be concluded that the null hypothesis (Ho) was rejected, while the alternative hypothesis (Ha) was accepted. Therefore, there was a significantly positive correlation between speaking performance and self-efficacy and a negative correlation between speaking performance and FLLA, and between self-efficacy and FLLA. It means that student with high-level speaking performance will have high-level of self-efficacy. Then, the higher students’ speaking performance is, the lower their FLLA becomes. It is in line with the correlation between students’ self-efficacy and FLLA, that student with high-level of self-efficacy would has low FLLA.

hile research has mainly focused on foreign language learning anxiety, its causes and effects on the learning process and the ways to alleviate it among learners, it has rarely focused on foreign language learning anxiety among kindergarteners.Thus, this study aims at qualitatively investigating the effect of hands-on minds-on learning on reducing kindergarteners' foreign language learning anxiety.The sample group consisted of 21 experts and teachers of English as a foreign language in kindergarten.Interviews were conducted to collect qualitative data.Results revealed that hands-on minds-on learning can reduce foreign language learning anxiety among kindergarteners, and that much more research attention should be given to foreign language learning anxiety and to the use of hands-on minds-on learning in classes of teaching English as a foreign language in kindergarten.

Seven years ago in a paper delivered at the first Indiana-Purdue Language Conference and aptly titled The Language Laboratory as a Teaching Machine, F. Rand Morton painted in bold strokes a futuristic scheme in which the application of programmed instruction would revolutionize FL learning. Working with carefully programmed electronic equipment, students would acquire all language skills through selfinstruction; the presence of the live teacher would be required only for occasional evaluation of student performance, for diagnosis of errors and remedial guidance. Morton's prophecy has stimulated considerable experimentation in the application of programmed instruction to the preparation of FL materials and several programmed FL courses have been distributed commercially. However, it must be admitted that Morton's utopian LanguageLaboratory-as-a-Teaching-Machine does not abound today and that programmed materials and programmed instruction techniques have had little impact on FL teaching as it is practiced in the average high school and college classroom of today. That we FL teachers have viewed programmed materials and self-instruction with suspicion and skepticism is clearly demonstrated by a recent survey conducted by the Center for Applied Linguistics. Of 617 college and university teachers of FL canvassed in the survey, only 64 at 62 institutions reported the use of programmed materials in their departments. In most instances the materials reported in use were being tried out on an experimental basis under the direction of their developers. How can we account for this undeniably lukewarm response? In this paper I propose to show that the general rejection of programmed iinstruction by FL teachers stems from three factors. First, it stems from the inadequacy of Skinner's conception of the structure of human language and the simplistic model he proposes for its acquisition. Second, serious attempts to apply programmed instruction to FL learning were perhaps too ambitious. Rather than addressing themselves to limited and carefully specified FL tasks-for example, the teaching of spelling, the teaching of grammatical concepts, training in pronunciation, the acquisition of limited proficiency within a restricted number of vocabulary items and grammatical features-most programmers aimed at selfsufficient courses designed to lead to near-native speaking proficiency.

Foreign language learning anxiety (FLLA) is one of the most vastly studied variables in the field of foreign language learning (Horwitz, 2001). It is widely conceived as an obvious factor, in foreign language learning, which explained why some learners are more successful at learning and acquiring a foreign language than others though the settings and circumstances of learning are alike. 
 The aim of this paper is to address the issue of foreign language learning anxiety that Tunisian students of English suffered from when they learn ‘behind the screen’ during the Covid-19 pandemic, by surveying 50 students enrolled in the Tunisian public universities and institutes.
 The foreign language classroom anxiety scale (FLCAS), developed by Horwitz, Horwitz, and Cope (1986), the most widely used scale for assessing general foreign language anxiety, is used in this research to inspect the anxiety level the learners face. 
 Results of the survey reveal a significant relationship between foreign language anxiety and the academic level, whereas no significant relationship between gender and foreign language learning anxiety is marked.
 Investigating online learning in relation with foreign language learning anxiety can provide guidance and recommendations for teachers, course designers, pedagogues how to deal with learners behind the screen.