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Various studies have put forward that there are certain factors which affect foreign language learners’ academic success and interest in the course. Among these factors, anxiety holds an important place. Revealing itself with haste, worry and a number of negative emotional reactions, anxiety is categorized in three different types, which are trait anxiety, situational anxiety and state anxiety. The focus of this study is to research whether foreign language classroom anxiety and foreign language reading anxiety of the students learning French as a foreign language differ by gender. The study also tries to identify the causes of foreign language reading anxiety. Both a qualitative and a quantitative study, the research has been conducted with the first-year students (n=45) at Anadolu University Faculty of Education Department of French Language Teaching during the

FRANSIZCA YABANCI DİL ÖĞRENİMİNDE KAYGI: NEDENLERİ VE CİNSİYET FAKTÖRÜ