Foreign language teaching anxiety

This study investigated the extent to which foreign language teaching anxiety (FLTA) shapes non-native foreign language teachers’ experiences. It attempted to (a) determine the scope and the severity of FLTA in these teachers; (b) investigate possible correlations between FLTA and different target languages; (c) identify potential causes of FLTA; and (d) identify the strategies that teachers employ to cope with their feelings and determine possible classroom implications of these strategies. Thirty-eight Dutch non-native pre- and in-service foreign language teachers participated in this study through a questionnaire and follow-up interviews. The findings demonstrated that the participants experience feelings of FLTA, that their anxiety levels correlate with different target languages and that FLTA stems primarily from fear of making mistakes. Finally, different FLTA coping mechanisms have been identified, some of which may negatively impact the quality of classroom instruction.