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In E. K. Horwitz & D. J. ), Language anxiety: From theory and research to classroom implications (pp. 27-36). Englewood Cliffs, New Jersey: Prentice Hall. Horwitz, E. , & Young, D. J. (1991). Language anxiety: From theory and research to classroom implications. Englewood Cliffs, NJ: Prentice-Hall. MacIntyre, P. , Baker, S. , & Donovan, L. , (2002). Sex and age effects on willingness to communicate, anxiety, perceived competence, and L2 motivation among junior high school French immersion students.

She is more tense in French classes than in other classes at school (item 26), she feels quite nervous (item 28) and many times would rather avoid going to class altogether (item 17). g. “the teacher should motivate us somehow” (line 32), “we shouldn’t learn texts by heart, but talk and discuss interesting topics” (line 36)). Both in the FLCAS and in the interview, Anna showed evidence of low selfesteem. In the questionnaire referring to the French lessons, Anna gave a score of four to items 13, 18, and 16, and a score of five for item 1 and declared in the interview that she was not good at all at French (line 20).

And she answered that that’s a huge problem, and I thought that I was going to get a one [a fail grade] but finally I recited text three. At home I could recite it from memory very fluently, but then in class I stammered, after every other word…it was horrible. (line 58-63) Although not to the extent of causing physical symptoms to appear, written tests in French are also potential sources of anxiety for Csaba: “Well, the tests, last time we wrote a three and a half page test and I got a two (a grade better than a 1, on a 1-5 scale where 1 is a fail grade) Well, I guess it’s not that bad, because half the group failed, so.

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