Exploring xenoglossophobia: How subjective socio-demographic status and language experience relate to foreign language classroom anxiety?

Асия Ержанова; Валерия Конча; Анатолий Хархурин

doi:10.54359/ps.v16i90.1435

Авторы

Асия Ержанова Национальный исследовательский университет «Высшая школа экономики», Москва, Россия
Валерия Конча Национальный исследовательский университет «Высшая школа экономики», Москва, Россия
Анатолий Хархурин Национальный исследовательский университет «Высшая школа экономики», Москва, Россия

DOI:

https://doi.org/10.54359/ps.v16i90.1435

Ключевые слова:

языковая тревожность, социо-демографические факторы, субъективный социально-экономический статус, самооценка уровня владения языком, освоение иностранного языка

Аннотация

Исследование направлено на изучение взаимосвязи между социально-демографическими факто-рами индивидов и их иноязычной тревожностью. 417 участников в возрасте от 16 до 45 лет (M = 23,38, SD = 7,18), изучающих различные иностранные языки, были опрошены с помощью шкалы тревожности иностранного языка. Кроме того, участники получили демографическую анкету, в которой оценивалось количество языков, на которых они говорят и их самооценка владения этими языками, возраст, когда они начали изучать языки, количество времени, проведенного за грани-цей, и их субъективный социально-экономический статус. Результаты показали, что женщины ис-пытывали более высокий уровень страха негативной оценки, боязни общения и тестовой тревож-ности, чем мужчины. Страх негативной оценки был предсказан текущим социально-экономическим статусом и общей самооценкой, опасения общения были положительно предска-заны текущим социально-экономическим статусом и отрицательно – общей самооценкой владе-ния языками. Общий балл самооценки владения языком, тестовая тревожность были достоверно предсказаны продолжительностью изучения языка и текущим социально-экономическим стату-сом. Наконец, как в отношении страха негативной оценки, так и в отношении опасений общения самые низкие уровни наблюдались, когда участники принадлежали к благоприятной социально-экономической группе. Что касается третьего компонента, то чем ниже уровень социально-экономического статуса, тем выше уровень тестовой тревожности.

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Авторы

Асия Ержанова, Национальный исследовательский университет «Высшая школа экономики», Москва, Россия

Магистр психологии, Лаборатория языковых, межкультурных и творческих компетенций, Национальный исследовательский университет «Высшая школа экономики», ул. Мясницкая, д. 20, 101001 Москва, Россия.

Валерия Конча, Национальный исследовательский университет «Высшая школа экономики», Москва, Россия

Магистр политологии, аспирант Департамента политики и управления, Национальный исследовательский университет «Высшая школа экономики», ул. Мясницкая, д. 20, 101001 Москва, Россия.

Анатолий Хархурин, Национальный исследовательский университет «Высшая школа экономики», Москва, Россия

Ph.D в психологии, главный научный сотрудник, департамент психологии, Национальный исследовательский университет «Высшая школа экономики», ул. Мясницкая, д. 20, 101001 Москва, Россия.

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