On Debilitating Approach Towards Learning Anxiety Through Dynamicity in Storch(2002) Interaction Model: Oscillation Signifies
الموضوعات : Journal of Applied Linguistics Studies
Akram Sadeghpour
1
,
Morteza Teimourtash
2
1 - Department of English, Shahr-e-Qods Branch, Islamic Azad University, Tehran, Iran.
2 - Department of English, Shahr-e-Qods Branch, Islamic Azad University, Tehran, Iran.
الکلمات المفتاحية: language learning anxiety, oscillation, Dynamicity, Storch Interaction Model,
ملخص المقالة :
This study aimed at investigating the prominence of language learning anxiety as the hindering factor that debilitates learning process and is to be managed successfully through Storch model (2002). The four phases of Storch Model should not be considered fixed and stable; hence, they could be behaved dynamically. The present study conducted in delving into the issue by having randomly assigned two identical groups of 23 intermediate EFL learners at Islamic Azad University as the control group and experimental one. The participants were all majoring at English translation discipline and participated in a conversation course. The study was in pre-test post-test design and learning anxiety questionnaire was administered before and after the treatment. The experimental group received treatment according to the dynamicity stance of Storch’s (2002) patterns of interaction coding scheme as: collaborative, expert/novice, dominant/dominant, and dominant/passive. The experimental group outperformed the control group. The findings showed that the application of dynamicity approach towards Storch model would diminish the learning anxiety index to a large extent. The results embracing Vygotsky’s Sociocultural Theory along the pedagogical implication would be beneficial for teachers, syllabus designers and materials developers in TEFL field.
