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The Role of Language Anxiety in Teacher-fronted and Small-group Interaction in Spanish as a Foreign Language: How is Pronunciation Accuracy Affected?

Feigenbaum, Ellen (2007) The Role of Language Anxiety in Teacher-fronted and Small-group Interaction in Spanish as a Foreign Language: How is Pronunciation Accuracy Affected? Master's Thesis, University of Pittsburgh. (Unpublished)

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Abstract

The use of group work in the second language classroom has become common with the introduction of Communicative Language Teaching. The focus on group work has led to a body of research analyzing differences in student speech in the group work and teacher-fronted environments. The present study focused on differences in pronunciation accuracy in these two environments, and the influence that language anxiety may have on these differences. The results show that pronunciation accuracy does not differ between the two environments. In addition, there was no significant relationship between pronunciation accuracy and anxiety in the group work environment. However, there was a significant negative correlation (r = -.562, p = .012) between language anxiety and pronunciation accuracy in the teacher-fronted environment. This suggests that language anxiety only has negative effects on pronunciation during teacher-fronted activities.

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Details

Item Type: University of Pittsburgh ETD
Status: Unpublished
Creators/Authors:
CreatorsEmailPitt UsernameORCID
Feigenbaum, Ellenejf15@pitt.eduEJF15
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairShirai, Yasuhiroyshirai@pitt.eduYSHIRAI
Committee MemberDeAngelis, Beatriceangelis@pitt.eduANGELIS
Committee MemberMcCormick, Dawn Emccormic@pitt.eduMCCORMIC
Date: 15 June 2007
Date Type: Completion
Defense Date: 16 April 2007
Approval Date: 15 June 2007
Submission Date: 27 April 2007
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Institution: University of Pittsburgh
Schools and Programs: Dietrich School of Arts and Sciences > Hispanic Linguistics
Degree: MA - Master of Arts
Thesis Type: Master's Thesis
Refereed: Yes
Uncontrolled Keywords: anxiety; cooperative learning; group work; proficiency; pronunciation; SLA; teacher-fronted
Other ID: http://etd.library.pitt.edu/ETD/available/etd-04272007-090318/, etd-04272007-090318
Date Deposited: 10 Nov 2011 19:42
Last Modified: 15 Nov 2016 13:42
URI: http://d-scholarship.pitt.edu/id/eprint/7691

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