Abstract
This study examines written errors in a corpus of 30 compositions produced by 15 students of English as a second language (L2), whose first language (L1) is Spanish. Their ages range from 10 to 11. This paper identifies grammar errors as the most frequent due to L1’s interference in L2 learning. Positive, focused, indirect written feedback is proven to be the most effective, and the L1 seems to help the students to understand the teacher’s metalinguistic explanation to correct errors and avoid mistakes. These results provide insight into language learning given that they offer information regarding the teaching practice.
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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