Gender as a Predictor of Anxiety in Foreign Language Learning

By Jean Stephenson.

Published by The Social Sciences Collection

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Article: Print $US10.00
Article: Electronic $US5.00

The aim of the present study was to examine relationships between foreign language anxiety and gender in a group of 40 Spanish university students who were studying English as an elective subject at the University of Granada, Spain. Participants completed a validated anxiety scale, an internationally verified English proficiency test, and a background questionnaire, and also took their regular oral and written exams. Associations between language anxiety and numerous demographic, academic, and cognitive variables were investigated. Female gender was found not only to correlate significantly with language anxiety, but was also detected as a predictor of language anxiety. No statistically significant correlations were found between gender and four English language performance measures.

Keywords: Foreign Language Anxiety, Gender, Language Performance

The International Journal of Interdisciplinary Social Sciences, Volume 2, Issue 4, pp.495-502. Article: Print (Spiral Bound). Article: Electronic (PDF File; 553.864KB).

Dr. Jean Stephenson

Department of English, University of Granada, Spain

Jean Stephenson is associate lecturer in the Department of English at the University of Granada, Spain. She currently teaches English for Specific Purposes at the Labor Science and Political Science Faculties and at the Medical School. She is also a teacher trainer at the Centro de Lenguas Modernas, the University of Granada language school. She has a special interest in language anxiety and an empirical study on that topic was the focus of her doctoral thesis (2006). Dr. Stephenson has published articles on many aspects of teaching English and is co-author of a book on teaching English in Primary, Didáctica del Inglés para Primaria (Longman-Pearson Educación, 2003). She has translated articles on sociology, philosophy and psychology which have been published in international journals, such as Modern Logic and British Journal of Educational Psychology.

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