Listening comprehension anxiety among monolingual and translingual practices in two public schools in Sabah, Malaysia
Listening anxiety presents an imminent danger to foreign language acquisition. Anxiety prevents students from achieving excellent academic performance in learning a new language. Many studies have explored the methods to reduce learners’ listening anxiety, but only a few have investigated the...
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| 主要作者: | |
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| 格式: | Thesis |
| 語言: | English |
| 出版: |
2021
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| 主題: | |
| 在線閱讀: | http://psasir.upm.edu.my/id/eprint/99417/1/FBMK%202022%2036%20UPMIR.pdf |
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| 總結: | Listening anxiety presents an imminent danger to foreign language acquisition.
Anxiety prevents students from achieving excellent academic performance in
learning a new language. Many studies have explored the methods to reduce
learners’ listening anxiety, but only a few have investigated the relationship
between foreign language anxiety (FLA) and listening proficiency in a
multilingual context. Based on Vygotsky's SocialCultural Theory (1978) in
language learning development, this research aims to determine the differences
of students’ performance in listening comprehension through monolingual and
translingual practices in a French foreign language classroom, to investigate the
correlation of classroom language policy of both practices on language listening
anxiety, and to analyze the practicality on the use of different language
instruction facing language anxiety in the French language classroom. The
present study utilized the mixed-method research data from students’ classroom
assessment (CA) reports, the listening comprehension tests, classroom
observations, and interviews of 56 French language learners in a secondary
school in Sabah. The quantitative result indicated a significant increase in
student performance and achievement in listening comprehension in a
translingual classroom. Nonetheless, the data findings implied that translingual
practices had no significant influence on students’ listening anxiety. The outcome
of the interviews showed that students have positive opinions of translingual
practices and believed that translingual practices increased their
comprehension, efficacy, and motivation towards learning the French language.
Three integral functions were involved in translingual practices: interpretive,
managerial, and interactive, that facilitated students’ language acquisition. The
result suggested that translingual practices reduced listening anxiety caused by
language barriers in the classroom and resolved listening comprehension
difficulties. This finding provides recommendations for new teaching and learning
approaches for students, teachers, and policymakers as a stepping stone for
further research in learning French as a foreign language studies in Malaysia. |
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