A Longitudinal Study on Speaking Anxiety of Less Commonly Taught Foreign Languages from the Dynamic Systems Theory Perspective
This study,combining quantitative and qualitative methods,reports a longitudinal study of speaking anxiety of less commonly taught foreign languages from the Dynamic Systems Theory Perspective.Different from English,learners of less commonly taught foreign languages start their language learning almost from scratch.Their four-year foreign language learning must meet the specifications proposed in the teaching guide of the relevant languages,which poses a significant challenge to learners.Combining a questionnaire survey and interviews,this study followed first-year Japanese and German majors at a university in Shandong Province for two semesters,in order to examine the dynamic developmental trends and factors influencing speaking anxiety.The results show that the learners self-regulate their anxiety to adapter themselves to change of teaching modalities and classroom activities,which are non-linear,self-adaptive and self-organizational,the characteristics of the Dynamic Systems Theory.At last,some suggestions of teaching are offered.
Less commonly taught foreign languagesSpeaking anxietyDynamic Systems TheoryLongitudinal study
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