Language Anxiety. Restriction of Saarländisch in the Classroom

Inhaltsverzeichnis (Table of Contents)

• Abstract: English
• Abstract: German
• Table of content
• 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

  Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)

  This master's thesis investigates the connection between power dynamics in language varieties and language anxiety experienced by students. The study specifically focuses on the relationship between the restriction of Saarländisch in the classroom and language anxiety among primary school students in a rural area of the German federal state of Saarland. This region is characterized by the widespread use of Saarländisch, a language variety generally not accepted in the classroom.

  • Power relationships between language varieties
  • Language anxiety and its connection to the restriction of Saarländisch in the classroom
  • The influence of teachers' and students' beliefs on language use and anxiety
  • The perception of Saarländisch as inferior to Standard German
  • The impact of language restrictions on students' language learning experiences

  Zusammenfassung der Kapitel (Chapter Summaries)

  Chapter 1 provides an introduction to the research area and the aim of the thesis. It defines key terms such as language, dialect, variety, Saarländisch, and anxiety, including the various dimensions of anxiety and the specific phenomenon of language anxiety. Chapter 2 reviews relevant literature on the relationship between power and language, focusing on the power dynamics between "high" and "low" language varieties, specifically in the context of diglossia. The chapter further explores different perspectives on language anxiety and its sources, examining factors associated with language anxiety, such as sex, age, motivation, and language proficiency. Finally, it discusses the effects of language anxiety and provides a rationale for the current work, outlining the research questions and hypotheses.

  Chapter 3 describes the methodology of the empirical study conducted for this thesis. This chapter explains the selection of participants, the research instruments used, the data collection methods employed, and the evaluation method implemented.

  Schlüsselwörter (Keywords)

  This master's thesis revolves around the core concepts of language anxiety, language and power, language varieties, Saarländisch, and Standard German. The study investigates how power dynamics between language varieties, specifically the restriction of Saarländisch in the classroom, influences the experience of language anxiety among primary school students in Saarland.

  Frequently Asked Questions

  What is the relationship between language varieties and power?

  Power dynamics often lead to certain language varieties (like Standard German) being viewed as superior, while others (like Saarländisch) are seen as inferior, especially in formal settings like schools.

  Does restricting dialect in the classroom cause language anxiety?

  While the study did not find a statistically significant correlation in all cases, qualitative data indicates that restricting Saarländisch can contribute to feelings of anxiety among primary school students.

  What is "diglossia" in the context of Saarland?

  Diglossia refers to a situation where two varieties of a language are used in a community—one for formal "high" functions (Standard German) and another for informal "low" functions (Saarländisch).

  How do teachers' beliefs affect students' language anxiety?

  Teachers' perceptions of dialects as "incorrect" or "inferior" can influence classroom procedures and student-teacher interactions, potentially increasing student stress during communication.

  Should the definition of language anxiety be expanded?

  Yes, the thesis suggests that language anxiety should not just refer to foreign languages but also to the use of different varieties (dialects) within a student's native language environment.