Abstract
The main thrust of this paper is to examine the issue of racial segregation in Maya Angelou’s “Caged Bird” via exploring the poem in relation to the circumstances that typify life and existence in the African American context. An attempt is made to situate this poem within the heat of racism, oppression, and class discrimination as well as the search for black identity. The paper relies on New Historicism as the scope of exploration owing to the chunk of influence that history and society bears on African American writing. Then literary critical analysis is made to verify the different aspects of racism and social segregation as represented in the poem.
Highlights
Language anxiety is a "Subjective feeling of apprehension and fear associated with language learning and use" (Phillips, 1992)
The findings revealed that Iranian TCs experienced a high level of Foreign Language Listening Anxiety (FLLA) compared to Turkish TCs and showed a significant positive correlation between FLLA and FLCA, which means that teacher candidates with higher levels of language anxiety tended to have higher levels of listening anxiety
The results of the present study revealed a significant positive correlation between FLLA and FLCA, which means that teacher candidates with higher levels of language anxiety tended to have higher levels of listening anxiety
Summary
Language anxiety is a "Subjective feeling of apprehension and fear associated with language learning and use" (Phillips, 1992). There has been a substantial body of research that has investigated Foreign Language Anxiety Studies on this affective phenomenon demonstrated that language students at different proficiency levels report feeling of anxiousness about some aspects of language learning and their language classes (Horwitz, 1996). Pea in his study detected an independent existence of each of the four skills-based anxieties as a distinctive construct His findings suggest that one general anxiety factor is not enough to explain the variances associated with L2 anxiety across the four skill areas. This implies that each of the four skill-based anxieties should receive independent attention from second language researchers.
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