PSYCHOLOGICAL BARRIERS TO ORAL PRODUCTION: ANXIETY, APPREHENSION, AND CLASSROOM SILENCE
Keywords:
Psychological barriers, speaking anxiety, classroom silence, fear of negative evaluation, communicative competence, foreign language pedagogy.Abstract
Oral proficiency represents a cornerstone of successful foreign language acquisition. Nevertheless, a significant number of English as a Foreign Language (EFL) students encounter formidable psychological impediments, including communicative anxiety, the dread of committing errors, and persistent classroom silence. These emotional hurdles systematically undermine learner self-efficacy and compromise overall speaking proficiency.
References
1. Brown, H. D. (2000). Principles of language learning and teaching (4th ed.). New York: Longman.
2. Harumi, S. (2011). Classroom silence: Voices from Japanese EFL learners. ELT Journal, 65(3), 260-269.
3. Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132.
4. Liu, M., & Jackson, J. (2008). An exploration of Chinese EFL learners' unwillingness to communicate and foreign language anxiety. The Modern Language Journal, 92(1), 71-86.
5. MacIntyre, P. D., & Gardner, R. C. (1991). Methods and results in the study of foreign language anxiety. Language Learning, 41(1), 85-117.
6. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA:
Harvard University Press.
