| dc.description.abstract | This master's thesis explores the topic of Foreign Language Anxiety (FLA) among Norwegian students in the English classroom, with a focus on oral anxiety and how teachers can support students in handling this form of anxiety. The study identifies some of the factors contributing to anxiety among students while investigating possible ways to alleviate it.
By combining theoretical perspectives from previous research on FLA with empirical findings from observations, interviews, and surveys, the study gives insight into how oral anxiety manifests itself among Norwegian students in English class. Lack of confidence, academic pressure, and the fear of negative evaluation all impact the perception of anxiety when speaking L2 English. Interviews with students suggest some pedagogical strategies teachers can use to support students experiencing oral anxiety. These include creating a supportive and inclusive learning environment, encouraging positive feedback, and providing opportunities for practice and exposure to oral situations.
By understanding oral anxiety among Norwegian English learners and identifying practical pedagogical approaches to address this type of anxiety, this study contributes to promoting a more inclusive and supportive learning practice in English classrooms.
Key words:
Foreign Language Anxiety, Language Learning, Classroom Environment, Motivation, Teaching Strategies, Oral Communication | |
