ANALYZING SPEAKING ANXIETY IN A FOREIGN LANGUAGE CLASSROOM IN KAZAKHSTAN

ABSTRACT

All over the world, people are learning English language for different purposes. Some people learn a foreign language to use in their professional life, while others strive to learn a foreign language to study texts for academic purposes. Although the goals of learning a foreign language vary, the main goal is to be able to communicate in the target language. Learners may face numerous obstacles when learning foreign languages. One of the challenges that learners may encounter is anxiety when speaking in a foreign language. The fact that the time allotted for speech classes in the classroom is limited is one of the reasons fueling this obstacle. The current research study aimed to investigate speaking anxiety of foreign language classroom in Kazakhstan. The research concluded as speaking ability is considered an indicator of mastery over a foreign language that every learner should master.

Keywords: speaking anxiety, fear, foreign language classroom, Kazakhstan, speaking capability.

Introduction

Language is a very developed system that allows thoughts, feelings and desires to be transferred to others by using elements and rules that are common in a society in terms of sound and meaning. Learning a foreign language as one of the crucial parameters of the modern world, it is considered very far-reaching effect on evolving social and economic as well as the well-being of people and society. Learning foreign languages has become important over time and has become a necessity due to changes in the globalizing world.

In particular, English has become the most widely taught language not only in Kazakhstan but also it is spoken all over the world. However, there are some problems with the acquisition of speech, which is considered the most important skill in the process of learning a foreign language. This condition can be caused by many factors, such as people's low level of language proficiency and anxiety about English. Anxiety is a complex, multidimensional phenomenon. Anxiety is manifested by individuals in different situations in different ways [1].

Teaching foreign languages includes four basic skills: reading, writing, speaking and listening. Mastering speaking considered the most aspect in learning foreign language. Today, people are more interested in speech than in other skills, and it is noted that the development of speech skills indicates success in learning foreign languages. For this reason, in our country and other countries where English is taught, more attention is paid to the development of academic skills. However, people do not achieve the desired level of proficiency in productive language skills, especially speaking skill, because many cognitive and affective factors, such as new linguistic features, a new culture and even a way of thinking, affect language learning. Speaking anxiety considered as a negative effect and emotional aspect towards capabilities of learners [2].

Speaking skill is very essential for learners in effective communication through oral speech. EFL learners’ inability to speak a foreign language can cause them difficulties expressing their ideas even in simple conversations. One of the main goals of the language learning program is the development of speak skills and the integration of oral and written speech. Learning a language means using language in both oral and written communication, as well as the ability to express feelings, thoughts and experiences in various contexts [3].

The term “foreign language anxiety” means “all kinds of manifestations of an anxious state that occurs during the study and application of foreign language speech”. Its main components are communicative anxiety (difficulties and challenges in expressing one’s thoughts and goals), fear of social negative evaluation (fear of evolution). Most of learners experience a feeling of language anxiety or fear of speaking a foreign language. At the same time, learners define it as a feeling of unconscious anxiety, afraid of making a mistake when speaking.

Currently, anxiety is interpreted more as an emotional state, while it often comes close to the emotion of fear. However, there is a discussion in psychology about the relationship between the concepts of anxiety and fear. Some say that these concepts need to be distinguished. Others consider these concepts as equivalent. There are also attempts to reveal the concept of anxiety through the concept of fear, to link them together.

There are personal psychological barriers that some schoolchildren may have with regard to a second language: uncertainty that they will be able to speak English, shyness and fear of becoming a laughing stock due to mistakes in speech, fear that unwanted grades will follow the mistakes made. The emergence of these barriers can be facilitated by frequent failure, culminating in non-stimulating, non-encouraging assessments and the attitude of the English teacher to the student. That is why it is necessary to strengthen the role of stimulating assessments in the process of teaching English.

When evaluating a student's work in an English lesson, the teacher should, first of all, note the positive aspects in his speech skills and abilities and, against this background, express his comments, indicate ways to eliminate gaps. English language is taught as a foreign language in Kazakhstan, therefore most of EFL/ESL learners’ can feel anxiety and fear while communication with others. It becomes obvious that it is necessary to educate learners about the importance of foreign language proficiency, to develop their interest in it, to help form self-confidence, a positive attitude to this subject, encouraging and noting each, even the smallest victory, analyzing the reasons for success and failure.

Materials and methods

The current research study aimed to analyze speaking anxiety of foreign language classroom in Kazakhstan. In addition, the study aimed to investigate EFL learners’ speaking anxieties. More and more research studies performed towards speaking anxiety of foreign language classroom in Kazakhstan and EFL learners’ speaking anxieties. The following presented research studies analyzed and discussed.

Results and discussion

Suleimenova in 2013 investigate research on topic “Speaking anxiety in a foreign language classroom in Kazakhstan”. The research study aimed to find out Kazakhstani learners speaking anxiety while conversation. The qualitative research, semi-structured interview method was utilized. In addition, questionnaire was used in order to achieve purpose of the recent research study. Interview questions consist of 15 questions. The questionnaire consists of 20 items with 5-point Likert Scale. According to the results of the research study presented that speaking anxiety causes to the communication capabilities of the foreign language learners in Kazakhstan. And, speaking anxiety was greater challenge in learning English language. The recent research study concluded as follows: teachers should guide learners in order to overcome different difficulties in foreign language learning. And in addition, some suggestions presented to the further researchers [4].

Kadyrbayeva in 2022 made a research on theme “EFL learners’ anxiety during speaking activities in a language classroom in Kazakhstan”. The study examines the problem of anxiety during speech activity. The data were collected as a result of a survey and individual interviews with selected second language learners. The results of observations at the language lesson and discussions with the EFL teacher completed the data collection. The study showed that EFL students became aware of their speech anxiety and believed that hard work was a key element to reduce this problem. Among the strategies for overcoming speech anxiety, students named additional classes, rehearsals and an authentic language environment [5].

Duisembekova and Kurbanov made research on topic “Foreign language classroom anxiety of students studying English language in Kazakhstan” in 2022. The purpose of the research was study to investigate level of EFL learners’ speaking anxiety. 3^rd and 4^th course learners took part from Department of English Language and Literature and the Department of Translation Studies at Khoja Akhmet Yassawi International Kazakh-Turkish University, Turkestan. The questionnaire about level of speaking anxiety was conducted among 314 university learners. 266 of them were females and 48 of them were males. The results showed a moderate level of anxiety, suggesting that learners and teachers may have been influenced by the cultural aspects of the nation. Another assumption may be mutual trust between students and teachers, which creates an atmosphere that reduces anxiety. In addition, the students were eager to learn and were looking forward to communicating with native speakers. These findings confirm the importance of culture, peer support, and proper curricula, along with ongoing help and encouragement from teachers [6].

Conclusion

Speech has an indisputably important place in the socialization of people, their coexistence as a society, and their agreements with each other. Teachers of foreign languages, psychology researchers have always been aware of the relationship between anxiety and language learning; students also understand that fear and nervousness complicate their learning and further use of language in life. The main skill that we develop in teaching a foreign language is the ability to speak. Since language is a means of communication for people, it is the basis of speech activity. Language is a different relationship that brings the nation and the nation together. Communication with language is not an extraterrestrial world for the human race, it is an internal phenomenon. Speech is unique to man. A person can communicate with each other through language. At present, the country has gained its sovereignty and is recognized as an independent state. Therefore, in order to improve the civilization of our country, it is important to learn foreign languages and establish relations with foreign countries. This means that for Kazakhstanis, for young people, learning English is a necessity for the further development of science, economy, and business. Education is the treasure of humanity, the education of the people is the most important part of the country's wealth. In the system of education and training, through knowledge, the most advanced culture and knowledge of the world are formed. Therefore, EFL learners must aware of fear and anxious while learning any other foreign languages. In addition, tutors and teachers should support their learners during learning process.

References:

1. Suleimenova Z. Speaking anxiety in a foreign language classroom in Kazakhstan //Procedia-social and behavioral Sciences. – 2013. – Т. 93. – С. 1860-1868.https://doi.org/10.1016/j.sbspro.2013.10.131
2. Bashori M. et al. Web-based language learning and speaking anxiety //Computer Assisted Language Learning. – 2022. – Т. 35. – №. 5-6. – С. 1058-1089. https://doi.org/10.1080/09588221.2020.1770293
3. Tridinanti G. The correlation between speaking anxiety, self-confidence, and speaking achievement of Undergraduate EFL students of private university in Palembang //International Journal of Education and Literacy Studies. – 2018. – Т. 6. – №. 4. – С. 35-39.
4. Suleimenova Z. Speaking anxiety in a foreign language classroom in Kazakhstan //Procedia-social and behavioral Sciences. – 2013. – Т. 93. – С. 1860-1868.https://doi.org/10.1016/j.sbspro.2013.10.131
5. Kadyrbayeva N. EFL learners’ anxiety during speaking activities in a language classroom in Kazakhstan : дис. – LCC tarptautinis universitetas, 2022.
6. Duisembekova Z., Kurban A. Foreign language classroom anxiety of students studying English language in Kazakhstan //A. Âsaui atyndaġy Halyk̦aralyk̦ k̦azak̦-tùrìk universitetìnìn̦ habaršysy. – №. 124. – С. 300-311.