Investigating Foreign Language Learning Anxiety: A Case of French Students in Ghana
DOI:
https://doi.org/10.47604/ijl.1841Keywords:
Foreign Language (FL), Anxiety, Foreign Language Classroom Anxiety Scale (FLCAS), Learners, GhanaAbstract
Purpose: The purpose of this study is to investigate foreign language learning anxiety amongst French students in Ghana.
Methodology: The study adopted a desktop methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library.
Findings: The findings revealed that there exists a contextual and a methodological gap relating to investigating foreign language learning anxiety among French students in Ghana. Preliminary empirical review reveals that that French-speaking students at Ghanaian educational institutions suffer from moderate anxiety. Because the French language system is distinct from their own and the English language system, this may be a source of anxiety. Pre-university exposure to the French language, particularly in elementary and secondary school, may assist to reduce anxiety to a moderate degree.
Unique Contribution to Theory, Practice and Policy: The Horwitz, Horwitz and Cope’s Theory. The Cognitive theory and the Krashen’s Affective Filter Theory may be used to anchor future studies relating to foreign language learning anxiety. The study will be beneficial to EFL teachers and other relevant stakeholders in establishing policies and strategies to create a conducive environment to allow foreign language learners have an easy time in acquisition of a foreign language.
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