Creating a Low-Anxiety Classroom by Mediational Artefacts： A Comparison Through Materialization and Verbalization
Creating a Low-Anxiety Classroom by Mediational Artefacts： A Comparison Through Materialization and Verbalization
摘要
One of the challenges in foreign language teaching, specifically teaching listening skill, is to create a low-anxiety classroom environment, since many learners believe listening induces anxiety. This study compares learners＇ anxiety in two different classrooms in which learners were instructed by two forms of artifacts： materializing and verbalizing. The Foreign Language Listening Anxiety Scale （FLLAS） scores before and after a 13-week experimental treatment course were used to compare learners＇ anxiety before and after receiving intervention by two means. In this study, the lower score of anxiety was for the group which did verbalization practice in the class; however, both groups showed the same performance on listening test.
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