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Name:_________________ Course/Year: _____Gender:___ FOREIGN LANGUAGE CLASSROOM ANXIETY SCALE By: E.k. Horowitz, M.b. Horowitz , J.Cope Directions: Circle the response that represents your approach. When you read the statements, think about what you usually feel or do when inside the classroom. SA: Strongly Agree; A:Agree; D:Disagree; SD:Strongly Disagree 1. I never feel quite sure of myself when I am speaking in my foreign language class SA A D SD 2. I don't worry about making mistakes in language class. SA A D SD 3. I tremble when I know that I'm going to be called on in language class. SA A D SD 4. It frightens me when I don't understand what the teacher is saying in the foreign language. SA A D SD 5. It frightens me when I don't understand what the teacher is saying in the foreign language. SA A D SD 6. During language class, I find myself thinking about things that have nothing to do with the course. SA A D SD 7. I keep thinking that the other students are better at languages than I am. SA A D SD 8. I am usually at ease during tests in my language class. SA A D SD 9. I start to panic when I have to speak without prepara- tion in language class. SA A D SD 10. I worry about the consequences of failing my foreign language class. SA A D SD 11. I don't understand why some people get so upset over foreign language classes. SA A D SD 12. In language class, I can get so nervous I forget things I know. SA A D SD 13. It embarrasses me to volunteer answers in my language class. SA A D SD 14. I would not be nervous speaking the foreign language with native speakers. SA A D SD 15. I get upset when I don't understand what the teacher is correcting SA A D SD 16. Even if I am well prepared for language class, I feel anxious about it. SA A D SD 17. I often feel like not going to my language class. SA A D SD 18. I feel confident when I speak in foreign language class. SA A D SD 19. I am afraid that my language teacher is ready to correct every mistake I make. SA A D SD 20. I can feel my heart pounding when I'm going to be called on in language class. SA A D SD 21. The more I study for a language test, the more con- fused I get. SA A D SD 22. I don't feel pressure to prepare very well for language class. SA A D SD 23. I always feel that the other students speak the foreign language better than I do. SA A D SD 24. I feel very self-conscious about speaking the foreign language in front of other students. SA A D SD 25. Language class moves so quickly I worry about getting left behind. SA A D SD 26. I feel more tense and nervous in my language class than in my other classes. SA A D SD 27. I get nervous and confused when I am speaking in my language class. SA A D SD 28. When I'm on my way to language class, I feel very sure and relaxed. SA A D SD 29. I get nervous when I don't understand every word the language teacher says.

FOREIGN LANGUAGE CLASSROOM ANXIETY SCALE_Survey Questions

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Page 1: FOREIGN LANGUAGE CLASSROOM ANXIETY SCALE_Survey Questions

Name:_________________Course/Year: _____Gender:___

FOREIGN LANGUAGE CLASSROOM ANXIETY SCALE

By: E.k. Horowitz, M.b. Horowitz , J.Cope

Directions: Circle the response that represents your approach. When you read the statements, think about what you usually feel or do when inside the classroom. SA: Strongly Agree; A:Agree; D:Disagree; SD:Strongly Disagree

1. I never feel quite sure of myself when I am speaking in my foreign language classSA A D SD2. I don't worry about making mistakes in language class.SA A D SD3. I tremble when I know that I'm going to be called on in language class.SA A D SD4. It frightens me when I don't understand what the teacher is

saying in the foreign language.SA A D SD5. It frightens me when I don't understand what the teacher is saying in the foreign language. SA A D SD6. During language class, I find myself thinking about things that have nothing to do with the course. SA A D SD7. I keep thinking that the other students are better at languages than I am.SA A D SD8. I am usually at ease during tests in my language class.SA A D SD9. I start to panic when I have to speak without prepara- tion in language class.SA A D SD10. I worry about the consequences of failing my foreign language class.

SA A D SD11. I don't understand why some people get so upset over foreign language classes.SA A D SD12. In language class, I can get so nervous I forget things I know.SA A D SD13. It embarrasses me to volunteer answers in my language class.SA A D SD14. I would not be nervous speaking the foreign language with native speakers.SA A D SD15. I get upset when I don't understand what the teacher is correctingSA A D SD16. Even if I am well prepared for language class, I feel anxious about it.SA A D SD17. I often feel like not going to my language class.SA A D SD18. I feel confident when I speak in foreign language class.SA A D SD19. I am afraid that my language teacher is ready to correct every mistake I make.SA A D SD20. I can feel my heart pounding when I'm going to be called on in language class.SA A D SD21. The more I study for a language test, the more con- fused I get.SA A D SD22. I don't feel pressure to prepare very well for language class.SA A D SD23. I always feel that the other students speak the foreign language better than I do.SA A D SD24. I feel very self-conscious about speaking the foreign

language in front of other students.

SA A D SD25. Language class moves so quickly I worry about getting left behind.SA A D SD26. I feel more tense and nervous in my language class than in my other classes.SA A D SD27. I get nervous and confused when I am speaking in my language class.SA A D SD28. When I'm on my way to language class, I feel very sure and relaxed.SA A D SD29. I get nervous when I don't understand every word the language teacher says.SA A D SD30. I feel overwhelmed by the number of rules you have to

learn to speak a foreign language.SA A D SD31. I am afraid that the other students will laugh at me when I speak the foreign language.SA A D SD32. I would probably feel comfortable around native speakers of the foreign language.SA A D SD33. I get nervous when the language teacher asks questions which I haven't prepared in advance.SA A D SD

Thank you for your time for answering this survey questions for our research. We make sure that these informations will

be private/confidential and will only be used solely for the purpose of the research.

Prepared by: Dela Rea, RafaelaMarquez, Debbie Anne

Sagadraca, Bianca, Marie

DIRECTIONS: Circle the response that represents your approach. In every statement think about what you usually do when studying.For each item circle your respose:

1-Very Often 2- Often 3- Sometimes4-Seldom 5-Never

By: Andrew D. Cohen, Rebecca L. Oxford, and Julie C. Chi

Listening Strategy Use

Page 2: FOREIGN LANGUAGE CLASSROOM ANXIETY SCALE_Survey Questions

Strategies to increase my exposure to the target language:1. Attend out-of-class events where the new language is spoken.

1 2 3 4 52. Listen to talk shows on the radio, watch TV shows, or see moviesin the target language.

1 2 3 4 53. Listen to the language in a restaurant or store where the staff speakthe target language.

1 2 3 4 54. Listen in on people who are having conversations in the target language to try to catch the gist of what they are saying.

1 2 3 4 5Strategies to become more familiar with the sounds in the target language:5. Practice sounds in the target language that are very different from sounds inmy own language to become comfortable with them.

1 2 3 4 56. Look for associations between the sound of a word or phrase in the newlanguage with the sound of a familiar word.

1 2 3 4 57. Imitate the way native speakers talk.

1 2 3 4 58. Ask a native speaker about unfamiliar sounds that I hear.

1 2 3 4 5Strategies to prepare to listen to conversation in the target language:9. Pay special attention to specific aspects of the language (e.g., the way the speaker pronounces certain sounds).

1 2 3 4 510. Try to predict what the other person is going to say based on what has been said so far.

1 2 3 4 511. Prepare for talks and performances I will hear in the target language by reading some background materials beforehand.

1 2 3 4 5

Strategies to listen to conversation in the target language:12. Listen for key words that seem to carry the bulk of the meaning.

1 2 3 4 513. Listen for word and sentence stress to see what native speakers emphasize when they speak.

1 2 3 4 514. Pay attention to when and how long people tend to pause.

1 2 3 4 515. Pay attention to the rise and fall of speech by native speakers— the “music” of it.

1 2 3 4 516. Practice “skim listening” by paying attention to some parts and ignoring others.

1 2 3 4 517. Try to understand what I hear without translating it word-for-word.

1 2 3 4 518. Focus on the context of what people are saying.

1 2 3 4 519. Listen for specific details to see whether I can understand them.

1 2 3 4 5Strategies for when I do not understand some or most of whatsomeone says in the target language:20. Ask speakers to repeat what they said if it wasn’t clear to me.

1 2 3 4 521. Ask speakers to slow down if they are speaking too fast.

1 2 3 4 522. Ask for clarification if I don’t understand it the fi rst time around.

1 2 3 4 523. Use the speakers’ tone of voice as a clue to the meaning of whatthey are saying.

1 2 3 4 524. Make educated guesses about the topic based on what has alreadybeen said.

1 2 3 4 5

25. Draw on my general background knowledge to get the main idea.

1 2 3 4 526. Watch speakers’ gestures and general body language to help mefigure out the meaning of what they are saying.

1 2 3 4 5Vocabulary Strategy UseStrategies to learn new words:27. Pay attention to the structure of the new word.

1 2 3 4 528. Break the word into parts that I can identify.

1 2 3 4 529. Group words according to parts of speech (e.g., nouns, verbs).

1 2 3 4 530. Associate the sound of the new word with the sound of a wordthat is familiar to me.

1 2 3 4 531. Use rhyming to remember new words.

1 2 3 4 532. Make a mental image of new words.

1 2 3 4 533. List new words with other words that are related to it.

1 2 3 4 534. Write out new words in meaningful sentences.

1 2 3 4 535. Practice new action verbs by acting them out.

1 2 3 4 536. Use flash cards in a systematic way to learn new words.

1 2 3 4 5Strategies to review vocabulary:37. Go over new words often when I fi rst learn them to help me remember them.

1 2 3 4 5 38. Review words periodically so I don’t forget them.

1 2 3 4 5Strategies to recall vocabulary:

Page 3: FOREIGN LANGUAGE CLASSROOM ANXIETY SCALE_Survey Questions

39. Look at meaningful parts of the word (e.g., the prefi x or the suffi x) to remind me of the meaning of the word.

1 2 3 4 540. Make an effort to remember the situation where I fi rst heard or sawthe word or remember the page or sign where I saw it written.

1 2 3 4 541. Visualize the spelling of new words in my mind.

1 2 3 4 5Strategies to make use of new vocabulary:42. Try using new words in a variety of ways.

1 2 3 4 543. Practice using familiar words in different ways.

1 2 3 4 544. Make an effort to use idiomatic expressions in the new language.

1 2 3 4 5Speaking Strategy UseStrategies to practice speaking:45. Practice saying new expressions to myself.

1 2 3 4 546. Practice new grammatical structures in different situations to build my confidence level in using them.

1 2 3 4 547. Think about how a native speaker might say something and practice saying it that way.

1 2 3 4 5Strategies to engage in conversations:48. Regularly seek out opportunities to talk with native speakers.

1 2 3 4 549. Initiate conversations in the target language as often as possible.

1 2 3 4 550. Direct the conversation to familiar topics.

1 2 3 4 551. Plan out in advance what I want to say.

1 2 3 4 552. Ask questions as a way to be involved in the conversation.

1 2 3 4 5

53. Anticipate what will be said based on what has been said so far.

1 2 3 4 554. Try topics even when they aren’t familiar to me.

1 2 3 4 555. Encourage others to correct errors in my speaking.

1 2 3 4 556. Try to figure out and model native speakers’ language patterns when requesting, apologizing, or complaining.

1 2 3 4 5Strategies for when I can’t think of a word or expression:57. Ask for help from my conversational partner.

1 2 3 4 558. Look for a different way to express the idea, like using a synonym.

1 2 3 4 559. Use words from my own language, but say it in a way that sounds like words in the target language.

1 2 3 4 560. Make up new words or guess if I don’t know the right ones to use.

1 2 3 4 561. Use gestures as a way to try and get my meaning across.

1 2 3 4 562. Switch back to my own language momentarily if I know that the person I’m talking to can understand what is being said.

1 2 3 4 5

Reading Strategy UseStrategies to improve my reading ability:63. Read as much as possible in the target language.

1 2 3 4 564. Try to find things to read for pleasure in the target language.

1 2 3 4 565. Find reading material that is at or near my level.

1 2 3 4 5

66. Plan out in advance how I’m going to read the text, monitor to seehow I’m doing, and then check to see how much I understand.

1 2 3 4 567. Skim an academic text fi rst to get the main idea and then go backand read it more carefully.

1 2 3 4 568. Read a story or dialogue several times until I understand it.

1 2 3 4 569. Pay attention to the organization of the text, especially headingsand subheadings.

1 2 3 4 570. Make ongoing summaries of the reading either in my mind or inthe margins of the text.

1 2 3 4 571. Make predictions as to what will happen next.

1 2 3 4 5Strategies for when words and grammatical structures are not understood:72. Guess the approximate meaning by using clues from the context of the reading material.

1 2 3 4 573. Use a dictionary to get a detailed sense of what individual words mean.

1 2 3 4 5Writing Strategy UseStrategies for basic writing:75. Practice writing the alphabet and/or new words in the target language.

1 2 3 4 576. Plan out in advance how to write academic papers, monitor how my writing is going, and check to see how well my writing reflects whatI want to say.

1 2 3 4 577. Try writing different kinds of texts in the target language(e.g., personal notes, messages, letters, and course papers).

1 2 3 4 578. Take class notes in the target language as much as I’m able.

Page 4: FOREIGN LANGUAGE CLASSROOM ANXIETY SCALE_Survey Questions

1 2 3 4 5Strategies for writing an essay or academic paper:79. Find a different way to express the idea when I don’t know the correct expression (e.g., use a synonym or describe the idea).

1 2 3 4 580. Review what I have already written before continuing to write more.

1 2 3 4 581. Use reference materials such as a glossary, a dictionary, or a thesaurus to help find or verify words in the target language.

1 2 3 4 582. Wait to edit my writing until all my ideas are down on paper.

1 2 3 4 5Strategies to use after writing a draft of an essay or paper:83. Revise my writing once or twice to improve the language and content.

1 2 3 4 584. Try to get feedback from others, especially native speakers of the language.

1 2 3 4 5Translation Strategy UseStrategies for translation:85. Plan out what to say or write in my own language and then translate it into the target language.

1 2 3 4 5

86. Translate in my head while I am reading to help me understand the text.

1 2 3 4 587. Translate parts of a conversation into my own language to helpme remember the conversation.

1 2 3 4 5Strategies for working directly in the target language as much as possible:88. Put my own language out of mind and think only in the target language as much as possible.

1 2 3 4 589. Try to understand what has been heard or read without translating it word-for-word into my own language.

1 2 3 4 590. Use caution when directly transferring words and ideas from myown language into the target language.

1 2 3 4 5

Thank you for your time for answering this survey questions for our research. We make sure that these informations will

be private/confidential and will only be used solely for the purpose of the research.

Prepared by: FEATI University students