| Popis |
There are several concepts describing the state of mind when entering foreign language communication with fear. Some of them are communication apprehension, communication anxiety, communication shyness, or communication reticence. Horwitz, Horwitz, and Cope (1986) focused particularly on learning a foreign language in a classroom setting. They defined their concept of a foreign language classroom anxiety as „…a distinct complex of self-perceptions, beliefs, feelings, and behaviours related to classroom language learning arising from the uniqueness of the language learning process “(Horwitz et al.,1986, p. 128). Factors profoundly influencing the fear of communication in a classroom are e.g. the fear of making a mistake in from of classmates (Tum, 2015; Yan & Horwitz, 2008), teaching style and teachers´ talk (Ballester, 2015), the classroom´s dynamics (Yashima et al., 2016) or learning styles and strategies (Yan & Horwitz, 2008). However, the research brought inconsistent results (Lee, 2018; Marzec-Stawiarska, 2015; Matsuda & Gobel, 2004, Yashima, 2002). The adaptation of Foreign Language Classroom Anxiety Scale (Horwitz et al., 1986) would enable the comparison of data and contribute to the international research. The Czech adaptation of the instrument included re-designing the instrument for university students and for the Czech conditions and was based on the recommendations of the European Federation of Psychologists´ Association (2013). To ensure the instrument equivalence validity and reliability, I applied: confirmatory factor analysis (CFA) in JASP version 0.14.1, item analysis, estimation of scale reliability, and exploratory factor analysis (EFA). The internal consistency (.82) is comparable to previous results (Horwitz et at., 1986; Aida, 1994; Tóth, 2008).
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