Anxiety in the (sixth form) MFL classroom

Kate Thirlwallkthirlwall@cherwell.oxon.sch.uk

Rationale• In my own school context, (a large, mixed comprehensive

school with a higher than average uptake of languages at

both GCSE and A Level) myself and a number of colleagues

had, in recent years, anecdotally observed a sharp rise in

levels of anxiety surrounding the skill of speaking. This had

been particularly evident with exam groups approaching

GCSE Controlled Assessments in speaking but was also a

feature lower down the school at Key Stage 3 and

particularly within year 9 classes.

A desire to investigate language anxiety further to see how much as a teacher I would be able to create attitudinal shifts in my students through intervention and also to find out whether aspects of my current teaching practice are contributing to or relieving symptoms of anxiety.

Sample

• Group of eighteen Year 12 students of French whom I currently teach

• The students are in the first year of their AS French course for which they have a final year oral exam which counts towards 30% of their final grade.

• 1 student is a native speaker • 2 students grew up in a French-speaking country and later

moved to the UK, • 8 students studied French from primary school in year six (at

eleven years old)• 7students having started studying French in year eight at

secondary school (at 12 or thirteen years old).

Research questions

1. What evidence is there to suggest language anxiety exists (and is it something measureable) and…

2.What connections are there between language anxiety and other barriers to learning in the classroom?

FLCAS – Foreign Language Classroom Anxiety Scale

(Horwitz, 1983)• Adapted version• 25 statements• Analysing students’ levels of agreement to

measure and locate instances of anxiety• Questionnaires about how students

prepared for the oral exam• Questionnaires for teachers

Initial findings

• Incidences of anxiety were high in the class with respect to the oral exam and speaking in class but there was huge variance in the reasons given for this

• 72% of students felt keenly that French lessons are something about which people legitimately and understandably become anxious

• Many students commented that their anxiety led them to not speak in class (despite acknowledging the benefits of practice)

• Strong links were drawn between a lack of anxiety and the students’ perception of the classroom as a potentiating environment

‘I think my anxiety about speaking French is about not being able to express myself or starting a sentence and not having the means to finish this…..I also think it’s hard not to sound too hesitant…and I worry about this….I also worry I’ll get a random question that I have no idea about and will have nothing to say.’

Building resilience?

‘Trust your knowledge and the hard work you’ve put in over the year and try to create a plan of attack for the oral; coming up with content, vocabulary and useful structures you personally want to include. Stay calm and don’t carry your stress with you if you get something wrong.’