摘要：This study is an attempt to investigate the effect of classroom anxiety on EFL Learner’s oral narrative fluency. The objective of the study is first to specifically ascertain the extent to which Iranian EFL Learners assign their Foreign Language Classroom Anxiety (FLCA) to the oral narrative fluency. Secondly, based on the viewpoints of the EFL professors of Guilan University, some practical strategies have been suggested to alleviate anxiety in speaking of EFL learners. The last samples were 11 students comprising 5 males and 6 females studying English Literature at Guilan University. Purposive Sampling (Quota Sampling) is conducted in order to choose the last participants of the study. The researchers has also exploited five- point Likert-Scale questionnaire namely Foreign Language Classroom Anxiety Scale (FLCAS) which has been translated from English into Persian version by them. The present study follows mixed-method approach in which the data were collected and analyzed both quantitatively and qualitatively. After data analysis, the quantitative findings reveal that low average of anxiety among students can be correlated to the main speech fluency indicators positively. Qualitative results suggest that more fluent participants will be able to produce more accurate sentences, unless classroom anxiety acts as an obstacle on the way of being more accurate.
其他摘要：This study is an attempt to investigate the effect of classroom anxiety on EFL Learner’s oral narrative fluency. The objective of the study is first to specifically ascertain the extent to which Iranian EFL Learners assign their Foreign Language Classroom Anxiety (FLCA) to the oral narrative fluency. Secondly, based on the viewpoints of the EFL professors of Guilan University, some practical strategies have been suggested to alleviate anxiety in speaking of EFL learners. The last samples were 11 students comprising 5 males and 6 females studying English Literature at Guilan University. Purposive Sampling (Quota Sampling) is conducted in order to choose the last participants of the study. The researchers has also exploited five- point Likert-Scale questionnaire namely Foreign Language Classroom Anxiety Scale (FLCAS) which has been translated from English into Persian version by them. The present study follows mixed-method approach in which the data were collected and analyzed both quantitatively and qualitatively. After data analysis, the quantitative findings reveal that low average of anxiety among students can be correlated to the main speech fluency indicators positively. Qualitative results suggest that more fluent participants will be able to produce more accurate sentences, unless classroom anxiety acts as an obstacle on the way of being more accurate.
关键词：Foreign Language Anxiety (FLA);Classroom Anxiety (CA);narrative;fluency
