ٍThe Relationship Between ForeignLanguage Anxiety and The use of language learning strategie

Abstract

The present study was conducted to investigate the relationship between the extent of language learning strategies use and foreign language anxiety among Mohammed Seddik Ben Yehia university students. It also aimed at examining the difference between the participants with high and low levels of anxiety in terms of their strategy use. The study was based on the hypothesis that there is a significant relationship between foreign language anxiety and language learning strategies, as there is a significant difference between high and low anxiety students in terms of their use of language learning strategies. Two questionnaires were used as tools of research. The first questionnaire is Foreign Language Classroom Anxiety Scale (FLCA), developed by Rebecca Oxford (1990). It was constructed to measure the level of foreign language anxiety as perceived by learners while taking part in English classes. The second questionnaire is Language Learning Strategies Inventory (LLSI) developed by Horwitz (1986).It was designed to measure the frequency of using language learning strategies. The two questionnaires were adapted to serve the context of the current study. The sample of this study consisted of 100 third year students of English at Mohammed Seddik Ben Yahia University in Jijel, Algeria. The results obtained revealed a significant negative correlation between the level of language anxiety and strategy use. The t-test also confirmed the significant difference between high and low anxious groups on the level of strategy use. That is, the more anxious the students are, the less frequently they use strategies. Moreover, the results showed that among highly anxious students, metacognitive and memory strategies were reported to be mostly used, while low anxious students reported using metacognitive and cognitive strategies. As for social strategies, they were reported to be less used by both groups