Language Anxiety. Restriction of Saarländisch in the Classroom

Table of Contents

Chapter 1. Introduction

1.1 Areas of research and aim of the thesis

1.2 Definitions and explanations of terms

1.2.1 Language, dialect and variety

1.2.3 Saarländisch

1.2.4 The “restriction of Saarländisch” in the classroom

1.2.5 Anxiety

1.2.5.1 Dimensions of anxiety

1.2.5.2 Language anxiety

1.3 Outline of the thesis

Chapter 2. Review of the literature

2.1 An overview of the relationship between power and language

2.2 The power relationship between ‘high’ language varieties and ‘low’ language varieties: diglossia

2.3 An overview of different perspectives of (language) anxiety

2.4 Anxiety in language learning

2.4.1 Communicative anxiety

2.4.2 Test anxiety

2.4.3 Fear of negative evaluation

2.5 Sources of language anxiety

2.5.1 Personal and interpersonal anxieties

2.5.2 Teachers’ beliefs

2.5.3 Students’ beliefs

2.5.4 Interaction between teachers and students

2.5.5 Classroom procedures

2.6 Factors associated with language anxiety

2.6.1 Sex and age

2.6.2 Motivation

2.6.3 Language proficiency

2.7 Effects of language anxiety

2.7.1 Facilitating anxiety

2.7.2 Debilitating anxiety

2.8 Rationale for the present work

2.9 Research questions and hypotheses

Chapter 3. Methodology

3.1 Participants

3.2 Research instruments

3.3 Data collection method

3.4 Evaluation method

Chapter 4. Findings

4.1 The extent to which Saarländisch is restricted in the classroom: why and why not?

4.2 Students’ view of the value of Saarländisch vs. Standard German in general and within the classroom

4.3 The relationship between the restriction of Saarländisch in the classroom and language anxiety in students

Chapter 5. Conclusion

5.1 Summary

5.2 Implications for education

5.3 Limitations of the study

5.4 Suggested areas for further research

Research Objective and Core Themes

This master's thesis investigates the relationship between power dynamics in language varieties and language anxiety among fourth-grade primary school students in rural Saarland. The core objective is to understand how the restriction of the local dialect, Saarländisch, within the classroom environment relates to student language anxiety, and to advocate for a more holistic definition of this phenomenon that encompasses diverse language varieties.

• The power dynamics and social status of Saarländisch vs. Standard German.
• The restriction of native language varieties in educational settings.
• The psychological impact of language-related power imbalances on primary school students.
• The role of teacher and student beliefs in fostering or reducing language anxiety.
• Methodological analysis using a mixed-methods approach (qualitative interviews and quantitative questionnaires).

Excerpt from the Book

Summary of Chapters

Chapter 1. Introduction: Introduces the research area, the aim of the thesis, and key definitions like Saarländisch and language anxiety.

Chapter 2. Review of the literature: Examines theoretical frameworks concerning the power relationship between language and power, diglossia, and factors causing language anxiety.

Chapter 3. Methodology: Explains the mixed-method research design, focusing on the participant group, questionnaires, and teacher interviews.

Chapter 4. Findings: Presents the gathered data, addressing the restriction of Saarländisch and its potential relationship with language anxiety in students.

Chapter 5. Conclusion: Summarizes the study's conclusions, educational implications, limitations, and suggests areas for future research.

Keywords

Language anxiety, language and power, language varieties, Saarländisch, Standard German, diglossia, primary education, teacher beliefs, student beliefs, qualitative data, quantitative data, classroom environment, linguistic identity, language policy, social status.

Frequently Asked Questions

What is the primary focus of this study?

This thesis examines how power dynamics between language varieties—specifically Standard German and the local dialect Saarländisch—contribute to language anxiety among fourth-grade students in rural schools.

What are the core themes explored in this work?

Key themes include the sociolinguistic concept of diglossia, the perceived inferiority of dialects in educational settings, the sources and effects of language anxiety, and the impact of classroom policies on student identity.

What is the primary research goal?

The research aims to determine if the restriction of Saarländisch in the classroom correlates with language anxiety in students and to highlight the need to expand the definition of 'language anxiety' beyond second/foreign language acquisition.

Which methodology was employed?

The study utilizes a mixed-method design, incorporating a quantitative analysis of student questionnaires and a qualitative analysis of semi-structured interviews with primary school teachers.

What topics are covered in the main body of the work?

The main body reviews the literature on language power and anxiety, describes the research methodology, presents findings regarding dialect restriction, and concludes with pedagogical implications.

Which keywords characterize this thesis?

The work is defined by terms such as language anxiety, language and power, language varieties, Saarländisch, Standard German, and educational diglossia.

How does the restriction of Saarländisch affect students during oral tests?

The findings indicate that students experience test anxiety because teachers deduct points for excessive use of Saarländisch, treating the test as a formal situation that strictly demands Standard German.

Do students consider Saarländisch to be as valuable as Standard German?

Generally, students view Saarländisch as less valuable than Standard German, associating Standard German with higher education and professional success, though they still value Saarländisch for informal social interactions.

What is the role of teachers' beliefs in this study?

Teachers' beliefs significantly influence classroom dynamics; those who view Saarländisch as inferior often restrict its use to prioritize Standard German, which can unintentionally increase student discomfort or anxiety.