Open AccessOn the Relationship between Persian EFL Teacher’s Discourse and Language Learning Anxiety
Author(s) -
Mehrnoosh Eslami,
Fatemeh Rakhshandehroo,
Mohammad Ali Izadpanah
Publication year - 2017
Publication title -
language teaching research quarterly
Language(s) - English
Resource type - Journals
ISSN - 2667-6753
DOI - 10.32038/ltrq.2017.03.04
Subject(s) - persian , psychology , anxiety , class (philosophy) , mathematics education , foreign language anxiety , pedagogy , foreign language , linguistics , computer science , philosophy , psychiatry , artificial intelligence
The present study was an attempt to investigate Persian EFL teacher’s discourse and its relation to learners’ language learning anxiety. It was carried out in a bilingual elementary school and a language institute. The participants included students between the ages of 9 to 15 who studied English at least for three years in Shiraz, Iran. Data was gathered through a forty-minute audio-recording lesson during regularly scheduled class time and semi-structured interviews. The result indicated that there is a significant relationship between teacher’s discourse and learners’ anxiety. Moreover, the teachers’ discourse in immersion education was found to be more significant than the ones in non-immersion programs. The obtained result of this study is to familiarize teachers with the importance of appropriate language use in EFL classroom and how such language use in the classroom can be improved through video and audio recording of their lessons.