Ustno izražanje in anksioznost pri učenju španščine kot tujega jezika
DOI:
https://doi.org/10.55707/ds-po.v40i2.167Ključne besede:
ustno izražanje, anksioznost, tuji jezik, FLCAS, španščinaPovzetek
V članku predstavljamo izsledke raziskave o vlogi anksioznosti pri učenju španščine kot tujega jezika (TJ), zlasti pri razvijanju jezikovne spretnosti ustnega izražanja. Zanimalo nas je, katere vrste anksioznosti so bolj ali manj izražene pri učenju španščine kot drugega tujega jezika (TJ2) med dijaki slovenskih gimnazij. Prav tako so nas zanimale razlike v doživljanju anksioznosti pri učenju španščine glede na spol, predznanje španščine in število TJ, ki se jih dijaki učijo. Dijaki so ocenili, pri katerih vrstah nalog, ki jih uporabljamo pri pouku španščine za razvijanje spretnosti ustnega izražanja, so bolj ali manj sproščeni. 491 slovenskih dijakov je izpolnjevalo prirejeno Lestvico anksioznosti pri pouku TJ (Foreign Language Classroom Anxiety Scale ‒ FLCAS). Ocenili so stopnjo sproščenosti pri različnih tipih nalog ustnega izražanja. Rezultati raziskave so pokazali, da sta najbolj izraženi dimenziji anksioznosti pri učenju španščine strah pred ocenjevanjem znanja in strah pred negativnim vrednotenjem. Dekleta izražajo več strahu pred ocenjevanjem znanja kot fantje. Dijaki so poročali, da so najmanj sproščeni pri nalogah ustnega izražanja, ki vključujejo predstavitev teme pred poslušalci, najbolj sproščeni in najmanj anksiozni pa pri nalogah ustnega izražanja, ki so povezane z igrami. V zaključku predstavimo nekaj idej za zmanjševanje anksioznosti pri ustnem izražanju v TJ.
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