CAUSES OF FOREIGN LANGUAGE ANXIETY IN ONLINE EDUCATION

Abstract

The article discusses the phenomenon and causes of foreign language anxiety in online foreign language lessons. The purpose of the article is to trace the dynamics of various research approaches to the question and assessment from a psycholinguistic point of view and analyze the data of the pilot experiment. It is believed that various emotions can affect the level of concentration. The brain blocks its functions at the time of a high level of anxiety. Students who tend to experience higher levels of anxiety may have a negative impact on language learning. The practical significance of the work is to help develop methods that contribute to less anxiety in foreign language lessons. The article presents the results of a pilot experiment using the FLCAS scale, which determines the degree of foreign language anxiety in 1st year master and bachelor students. A total of 131 online students took part in the study. FLCAS measures a person's level of anxiety by summing the scores for each of 33 items (minimum 33; maximum 165). Each question on the FLCAS questionnaire is scored on a Likert scale. The higher the score, the more anxious the student. The Spielberg survey was used to identify the type of students' anxiety: situational or individual characteristics. The study indicates that the phenomenon is not limited to the linguo-psychological context, it should be considered in a complex of pedagogical, psychological, linguistic and psycholinguistic factors.