LANGUAGE LEARNING STRATEGIES AS COPING MECHANISM FOR FOREIGN LANGUAGE LEARNING ANXIETY

Abstract

The objective of the study was to determine the association between foreign language learning anxiety and language learning strategies amongst university students. Four hundred university students, men to women proportionate of participants was (50:50) between age of 18-29 (M= 19.78, SD= 1.27) were selected from COMSATS University Islamabad Lahore Campus, Pakistan through convenient sampling. Participants responded to Demographic Information Form, Foreign Language Classroom Anxiety Scale (FLCAS) and Strategy Inventory of Language Learning (SILL). Pearson product moment correlation was used for accessing the association between foreign language learning anxiety and language learning strategies. The results revealed that foreign language classroom anxieties are positively associated with memory, compensation and effective language learning strategies. While, foreign language classroom anxiety has no association with cognitive, metacognitive and social language learning strategies.