FE PRACTICE 5 Fl AnxietyAns

LE 4000 EAW MARKING SCHEME CONFIDENTIAL

MARKING SCHEME LE 4000 FINAL EXAMINATIONSEMESTER 3, 2011/2012

Author Year Page ExcerptChen and Chang 2004 5 Foreign language anxiety can have a negative

impact on learners’ performance.

Gregersen 2005 10 Learners who feel anxious in their foreign language learning may find their study less enjoyable.

Higgins 2009 10 The most frequently employed techniques of strategy coping involved relaxation and working hard.

Horwitz 1991 3 Much has been conducted overseas to investigate the issue of foreign language anxiety

Kondo and Ling 2004 16 The strategies used by foreign language learners in coping with their language anxiety in their study were investigated.

Kondo and Ling 2004 17 Language anxiety may pose potential problems for language learners.

MacIntyre and Gardner 1994 20 Language anxiety as the feeling of tension and apprehension experienced by learners in the foreign language classroom.

Onwuegbuzie et. al. 1999 10 A lot of factors contribute to foreign language anxiety and it is a complex matter within the context of English language teaching.

Pappamihiel 2002 8 Learners who feel anxious in their learning tend not to engage in situations which can make them feel anxious.

Worde 1998 13 Teachers’ inappropriate ways of teaching and their reluctance to develop rapport with their students can also contribute to learners’ anxiety in their foreign language learning.

Worde 1998 13 More than half of foreign language learners experience some kinds of anxiety in their learning.

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Question 1a (7 marks)

Sample answer:

RQ 1 - What are the factors that contribute to language anxiety among learners learning a foreign language?

Figure 1 illustrates the factors that contribute to language anxiety among learners learning a foreign language. From the data collected, it can be seen that the most significant factor that induced anxiety among foreign language learners was ‘lack of preparation’ with 68%, while the factor that contributed the least was inappropriate ‘teacher’s instruction’ with only 47%. This was followed closely by ‘fear of making mistake’ which stood at 49%. Other contributing factors were ‘lack of confidence’ with 58% and ‘fear of failing’ with 51%. In brief, there were many factors that affecting the learners of new languages.(97 words)

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Question 1b (7 marks)

Sample answer:

RQ 2 - What strategies do learners use to cope with their foreign language anxiety?

Figure 2 depicts the strategies used by foreign language learners to overcome their anxiety. 71% of the learners mentioned that to cope with the stress of learning a new language, they would engage the strategy of ‘peer seeking’. Besides that, another successful strategy such as ‘relaxation’ is practised by 69% of the respondents. Some students cope with their anxiety by adopting ‘positive thinking’ with 62% and ‘preparation’ with 61%. The strategy that was least practised among the respondents was ‘resignation’ with just 45%. In brief, there were many strategies used by the respondents to cope with language learning anxiety.(97 words)

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Section 1 Question A (7 marks) & B (7 marks) : Data Analysis

ITEM DESCRIPTION MARK

Content

(2 marks)

Very good: Excellent description of data given. Well supported with logical sequencing. Overall performance very much related to RQs.

Good: Good description of data given. Presents relevant ideas but some may be inadequately developed or unclear. Partial relation to RQs.

Fair: Poor description of data given. May be repetitive, irrelevant or not well supported. Not fluent. Lacks logical sequencing. Mere description no relation to RQs.

Poor: Undeveloped or irrelevant. No recognizable organized idea OR not enough to evaluate.

2

1.5 – 1.75

0.5 - 1

0 – 0.25

Language &

Vocabulary

(5 marks)

Very good to excellent: Use effective complex structure, few errors of agreement, tense, word order, etc. The majority of sentences are error-free. Sophisticated vocabulary range and effective word choice of language expression. Appropriate register.

Average to good: Use effective but simple structure, minor problems in complex structure, several errors of agreement, tense, etc. Produces frequent error-free sentences. Adequate vocabulary range and occasional errors of word choice of language expression but meaning not obscured.

Fair: Major problem in simple/complex structure, frequent errors of negation, agreement, tense, etc. Run-on sentences. Limited vocabulary range and frequent errors of word choice and meaning obscured.

Poor: Virtually no mastery of sentence construction. Dominated by errors. Lack of language expression. Little knowledge of English vocabulary OR not enough to evaluate.

4 - 5

2 - 3

1

0.5

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Question 2 (14 marks)

Using the findings in Section 1 (Questions 1a and 1b), write the discussion to the study in 200-250 words. Use the Literature Review (excerpts) as support. You have to demonstrate the ability of using at least 2 of the citation techniques taught.

Sample answer:

Chen and Chang (2004, p.5) stated that “foreign language anxiety can have a negative impact on learners’ performance” and “it is a complex matter within the context of English language learning” (Onwuegbuzie et al., p. 10). This was supported by the research findings as the respondents identified 5 factors that affect their foreign language learning. These factors contribute to the stress level and when the students did not feel comfortable, they found that their learning was affected negatively (Gregersen, 2005; Kondo and Ling, 2004). Some of the factors were fear of failing, fear of mistakes, lack of preparation and lack of confidence. Another factor is ‘teacher’s instruction’ which was also a factor contributing to language anxiety as claimed by Worde (1998). From the findings, the most contributing factor was ‘lack of preparation’ affecting 68% of the respondents. However, there were strategies that the respondents adopted in overcoming the problem of language learning anxiety (Kondo and Ling, 2004). The findings showed that over two third of the respondents engaged in the coping strategy of ‘peer seeking’. This is contrary to the findings of Higgins (2009) where his respondents seemed to prefer relaxation and working hard. In summary, even though the respondents identified several factors that contribute to the anxiety of foreign language learning, they could also identify and apply several strategies to cope with the said anxiety.(226 words)

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Question 2 : Discussion (14 marks)

BREAKDOWN DESCRIPTION MARKS

Content & Organization

(4 marks)

(a) Discussion & analysis of the detailed findings (b) Link findings to Research Objectives (c) Overview / Restatement of the Research Objectives

Very good to Excellent: Excellent summary and discussion on the major findings of the research. Well developed and well supported ideas. Fluent expression. Well-organized with logical sequencing.

Average to Good: Good summary and discussion on the major findings of the research. Presents relevant ideas but some may be inadequately developed or unclear. Somewhat choppy. Little organization of explanation.

Poor to Fair: Poor summary and discussion on the major findings of the research. Presents some main ideas but may be repetitive, irrelevant or not well supported. Not fluent. Lacks logical sequencing.

Very Poor: May present one or two ideas which are largely undeveloped or irrelevant. No recognizable organized ideas OR not enough to evaluate.

4

3

2

1

Language &Vocabulary

(8 marks)

Very good to Excellent: Use effective complex structure, few errors of agreement, tense, word order, etc. The majority of sentences are error-free. Sophisticated vocabulary range and effective word choice of language expression. Appropriate register.

Average to Good: Use effective but simple structure, minor problems in complex structure, several errors of agreement, tense, etc. Produces frequent error-free sentences. Adequate vocabulary range and occasional errors of word choice of language expression but meaning not obscured. Some sentences mirror the excerpts given. Poor to Fair: Major problem in simple/complex structure, frequent errors of negation, agreement, tense, etc. Run-on sentences. Limited vocabulary range and frequent errors of word choice and meaning obscured. Most sentences mirror the excerpts given.

Very Poor: Virtually no mastery of sentence construction. Dominated by errors. Lack of language expression. Little knowledge of English vocabulary OR not enough to evaluate. All sentences mirror the excerpts given.

7 – 8

5 – 6

3 – 4

0 – 2

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Technique(2 marks)

Very good to Excellent: At least two techniques used. Full, correct citation given. Good use of techniques. No lifting of words/sentences from passages.

Average to Good: At least one techniques used. Occasional errors in citation. Some errors in use of techniques. Some lifting of words/sentences from passages but several attempts to use own words/sentences.

Poor to Fair: None of the two techniques used. Frequent errors in citation. Too many quotations used. Frequent lifting of words/sentences from passages. Not many attempts to use own words.

Very poor: No technique used. No citation given. A lot of lifting of words/sentences from passages OR not enough to evaluate.

2

1

0 .5

0 - 0.25

Question 3 (12 marks)

State 2 major findings and provide 1 possible implication for each of the findings in 100-150 words.

Sample answer:

The results showed that lack of preparation is a source of anxiety that is most common among foreign language learners. Therefore, teachers should avoid tasks that demand students to respond spontaneously, be it in the spoken or written form, especially if the students are at the beginner level. Teachers should ensure that students are well prepared before setting them tasks which, for instance, require them to do oral presentation or to be assessed in any type of language skill. Such preparation includes allocating students sufficient time to prepare and providing enough materials for them to be able to perform the task well. When students are well prepared and confident, they will not feel anxious any longer.

As peer seeking was identified as the main strategy used by students to cope with foreign language anxiety, teachers should aim to include more pair work or group work in the language classroom. Engaging in a discussion with a partner or group members could generate ideas, and more importantly, confirm or dispel any notions that students might have. This, in turn, could boost students’ confidence and reduce their level of anxiety as they have other people to turn to when facing difficulties in their language learning.

OR

Based on the findings, among other factors, lack of preparation has been found as the most significant source of anxiety among foreign language learners in learning a language. Hence,

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the implication is, there may be more systematic scaffolding activities planned by teachers before exposing this kind of students to more difficult language items in the future. With this, they might be more prepared and confident to move on to the next level without force.

Another main finding of this study is that peer seeking was identified as the main strategy used by students to cope with foreign language anxiety. Therefore, this may imply the fact that foreign language learners do need friends whom they can share their ideas and problems with that could indirectly boost their confidence and reduce their level of anxiety in learning the language they are learning.

Question 3 : Implication

BREAKDOWN DESCRIPTION MARKS

Content & Organization

(6 marks)

1 Finding = 1mark

1 Implication = 1 mark

Very good to Excellent: Effective highlighting and presentation of major findings. Includes implications with excellent elaboration (Well developed and well supported ideas. Fluent expression. Well-organized. Logical sequencing. Cohesiveness achieved).

Average to Good: Good highlighting and presentation of major findings. Includes implications with good elaboration. (Presents relevant ideas but some may be inadequately developed or unclear. Somewhat choppy. Little organization of explanation).

Poor to Fair: Adequate highlighting and presentation of major findings. Includes implications with some elaboration. (Presents some main ideas but may be repetitive, irrelevant or not well supported. Not fluent. Lacks logical sequencing).

Very poor: Inadequate highlighting and presentation of major findings. No implication or includes irrelevant implication with no elaboration. (No recognizable organized ideas OR not enough to evaluate).

5 – 6

3.5 – 4.5

2 – 3

0 – 1.5

Language &Vocabulary

(6 marks)

Very good to Excellent: Use effective complex structure, few errors of agreement, tense, word order, etc. The majority of sentences are error-free. Sophisticated vocabulary range and effective word choice of language expression. Appropriate register.

Average to Good: Use effective but simple structure, minor problems in complex structure, several errors of agreement, tense, etc. Produces

5 – 6

3.5 – 4.5

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frequent error-free sentences. Adequate vocabulary range and occasional errors of word choice of language expression but meaning not obscured. Poor to Fair: Major problem in simple/complex structure, frequent errors of negation, agreement, tense, etc. Run-on sentences. Limited vocabulary range and frequent errors of word choice and meaning obscured.

Very poor: Virtually no mastery of sentence construction. Dominated by errors. Lack of language expression. Little knowledge of English vocabulary OR not enough to evaluate.

2 – 3

0 – 1.5

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FE PRACTICE 5 Fl AnxietyAns