Exploring Foreign Language Anxiety Among Fourth Year Pupils at Chatou Mohamed Middle School, Tlemcen.

Abstract

Language anxiety or academic anxiety is introduced as being afraid, nervous, and embarrassed when learning a foreign language. In previous studies, it has been explored in relation to consecutive and simultaneous interpreting; the present study aims to explore the level of foreign language anxiety experienced by students at Chatou Mohammed Middle School.For this reason, we conducted two main questionnaires to reach our objectives: the first was intended to assess the level of Forging Language anxiety among middle school learners, and the second was intended to assess whether language teachers are aware of this problem and whether they are working to find solutions. According to our findings, middle school students did experience a moderate level of anxiety due to communicative apprehension, fear of being negatively evaluated, and fear of failing language tests. In addition to low self-confidence, students perceive teachers'„ questions and error corrections as major sources of stress in the classroom.In order to provide some solutions, we suggest some motivational and encouraging strategies for the classroom environment, and we recommend that teachers use caution when dealing with anxiety-provoking situations since they are the ones most directly affected by it.