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Exploring the Relationship Between Gender Identity and Foreign Language Anxiety.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Exploring the Relationship Between Gender Identity and Foreign Language Anxiety./
Author:	Mussman, Rebecca A.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	83 p.
Notes:	Source: Masters Abstracts International, Volume: 83-01.
Contained By:	Masters Abstracts International83-01.
Subject:	Gender studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28548902
ISBN:	9798516960192

Exploring the Relationship Between Gender Identity and Foreign Language Anxiety.
Mussman, Rebecca A.

Exploring the Relationship Between Gender Identity and Foreign Language Anxiety. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 83 p.

Source: Masters Abstracts International, Volume: 83-01.

Thesis (M.A.)--Webster University, 2021.

This item must not be sold to any third party vendors.

The process of learning a language other than one's mother tongue is rarely an easy task. Due to the many factors that influence language learning and acquisition, learning a foreign or second language (L2) is often seen as a "complex, challenging phenomenon" that provokes anxiety in those attempting (Young, 1994; Oxford, 2017). This study sought to explore the potential relationship between foreign language anxiety and gender identity, and whether or not what any inferences or observations could be drawn from them in a critical perspective, if any. A total of 6 participants from various nationalities participated in this study. Data for this study was collected through qualitative means of semi-structured interview and verbal administration of the Foreign Language Classroom Anxiety Scale, or FLCAS, as first conceptualized by Horwitz, Horwitz and Cope (1986). Themes from the transcribed interviews were inductively analyzed along with the results from the overall FLCAS scores and the scores from its three subcomponents. The findings from the data revealed themes that were then analyzed, reduced, and organized for reporting. A basic thematic coding approach was then taken to better describe the findings and draw inferences. Themes of foreign language enjoyment, language as a practicality, foreign language teacher quality, societal norms and a guarded sense of identity, and privileged identities all emerged from the transcription data. The cases of the participants allowed for a more in-depth look at the relationship between gender identity and foreign language anxiety. Suggestions and recommendations for further studies on foreign language anxiety research and gender studies were created due to the findings from this study.

ISBN: 9798516960192Subjects--Topical Terms:

2122708
Gender studies.
Subjects--Index Terms:

Foreign Language Classroom

Exploring the Relationship Between Gender Identity and Foreign Language Anxiety.
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245 1 0 $a Exploring the Relationship Between Gender Identity and Foreign Language Anxiety.
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300 $a 83 p.
500 $a Source: Masters Abstracts International, Volume: 83-01.
500 $a Advisor: Mehu, Marc.
502 $a Thesis (M.A.)--Webster University, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a The process of learning a language other than one's mother tongue is rarely an easy task. Due to the many factors that influence language learning and acquisition, learning a foreign or second language (L2) is often seen as a "complex, challenging phenomenon" that provokes anxiety in those attempting (Young, 1994; Oxford, 2017). This study sought to explore the potential relationship between foreign language anxiety and gender identity, and whether or not what any inferences or observations could be drawn from them in a critical perspective, if any. A total of 6 participants from various nationalities participated in this study. Data for this study was collected through qualitative means of semi-structured interview and verbal administration of the Foreign Language Classroom Anxiety Scale, or FLCAS, as first conceptualized by Horwitz, Horwitz and Cope (1986). Themes from the transcribed interviews were inductively analyzed along with the results from the overall FLCAS scores and the scores from its three subcomponents. The findings from the data revealed themes that were then analyzed, reduced, and organized for reporting. A basic thematic coding approach was then taken to better describe the findings and draw inferences. Themes of foreign language enjoyment, language as a practicality, foreign language teacher quality, societal norms and a guarded sense of identity, and privileged identities all emerged from the transcription data. The cases of the participants allowed for a more in-depth look at the relationship between gender identity and foreign language anxiety. Suggestions and recommendations for further studies on foreign language anxiety research and gender studies were created due to the findings from this study.
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