It may seem natural that speaking constitutes the most significant element of general L2 competence since the ability to use language in speech in a variety of situations and successful communication are the main indicators of a considerably high level of L2 proficiency. However, developing speaking skills constitutes a long and complicated process involving not only learners’ cognitive potential but also their affective domain. The affective factors, in turn, differ with reference to learners’ age, and so, as far as adult students are concerned, affective domain and mental preparation for the classroom setting might be crucial factors determining spoken interaction and readiness of learners to speak. This thesis focuses on the relationship between the process of developing speaking skills and speaking anxiety which affects learners’ performance making the entire process more challenging for both learners and teachers.
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