RUDN Journal of Psychology and PedagogicsRUDN Journal of Psychology and PedagogicsВестник Российского университета дружбы народов. Серия: Психология и педагогика2313-16832313-1705Peoples’ Friendship University of Russia named after Patrice Lumumba (RUDN University)3224210.22363/2313-1683-2022-19-3-448-464PERSONALITY IN INTERCULTURAL COMMUNICATIONЛИЧНОСТЬ В МЕЖКУЛЬТУРНОЙ КОММУНИКАЦИИResearch ArticleThe Influence of Prior Language Experience on Foreign Language Anxiety: A Study on a Russian-Speaking SampleВлияние предыдущего опыта изучения иностранных языков на языковую тревожность: исследование русскоязычной выборкиhttps://orcid.org/0000-0003-3871-3818ErzhanovaAsiiaЕржановаАсия

MA in Psychology, PhD Student, Department of Psychology

магистр психологии, аспирант, департамент психологии

aerzhanova@hse.ruhttps://orcid.org/0000-0001-5970-5003KharkhurinAnatoliy V.ХархуринАнатолий Владимирович

PhD in Psychology, Chief Research Fellow, Department of Psychology

Ph.D в психологии, главный научный сотрудник, департамент психологии

akharkhurin@hse.ruHSE UniversityНациональный исследовательский университет «Высшая школа экономики»07102022193VOL 19, NO3 (2022)ТОМ 19, №3 (2022)44846407102022Copyright ©; 2022, Erzhanova A., Kharkhurin A.V.Copyright ©; 2022, Ержанова А., Хархурин А.В.2022Erzhanova A., Kharkhurin A.V.Ержанова А., Хархурин А.В.https://creativecommons.org/licenses/by-nc/4.0https://journals.rudn.ru/psychology-pedagogics/article/view/32242

The topic of foreign language anxiety has attracted considerable attention in the scientific community in recent years. However, there is no universal approach to how to overcome foreign language anxiety. Apart from everything else, it creates barriers and prevents foreign language learners from achieving high results. The purpose of this study is to determine the impact of prior experience of learning foreign languages on language anxiety. The study sample consisted of 152 Russian-speaking persons aged 16-45 who were surveyed using the Foreign Language Classroom Anxiety Scale to evaluate communication apprehension, fear of negative evaluation and test anxiety. The participants also answered questions regarding their language learning experiences: about the number of acquired languages, the age of their acquisition and the level of proficiency in these languages. The MANCOVA results showed that the group with the similar language experience had lower levels of fear of negative evaluation ( F (1, 156) = 4.07, < .05, η2 = .06). Based on the results of the study, the authors put forward several practical recommendations: firstly, it is advisable for the teacher to be aware of the student’s prior language experience; secondly, it is proposed, in the educational process, to focus on the similarities in the phonology of the languages being studied; and, thirdly, it is also useful to pay extra attention to common morphemes in different languages.

Тема языковой тревожности привлекает колоссальное внимание в научном сообществе в последнее время. Однако универсального подхода, как преодолеть страх перед иностранным языком, не существует. При этом языковая тревожность создает значительные барьеры и не позволяет учащимся полностью раскрыть свой потенциал. Цель исследования - определить влияние предыдущего опыта изучения иностранных языков на языковую тревожность. С помощью Foreign Language Classroom Anxiety Scale, оценивающей боязнь общения, страх негативной оценки и тревожность в контексте тестирования, были опрошены 152 русскоязычных участников в возрасте от 16 до 45 лет. Респонденты также ответили на вопросы об их опыте изучения языка - количество языков, возраст, в котором они начали изучение, и самостоятельно оценили уровень владения. Результаты MANCOVA показали, что группа с аналогичным языковым опытом продемонстрировала более низкий уровень страха негативной оценки ( F (1, 156) = 4,07, < ,05, η2 = ,06). На основании полученных результатов предложены несколько практических рекомендаций. Во-первых, преподавателю важно знать о наличии предыдущего языкового опыта ученика. Во-вторых, в процессе изучения предлагается акцентировать внимание на сходстве в фонологии изучаемых языков. В-третьих, полезно уделять дополнительное внимание общим морфемам в разных языках.

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