FLSA and Swedish EFL Teachers' Everyday Practice : The speaking anxiety methods and materials of English teachers in Sweden

Sammanfattning

This study investigates to what extent English Foreign Language teachers in Sweden are aware of and use methods for managing Foreign Language Speaking Anxiety, as well as whether these teachers apply specific FLSA studies or materials in their pedagogy. Through semi-structured interviews with seven EFL teachers, the results show that teachers are generally well aware of speaking anxiety in their students. Interestingly, teachers rarely base their pedagogy on any specific FLA materials, citing time constraints and highly varied working environments as root causes. Despite this, the most often employed methods, smaller discussion groups, individualisation of students and positive student-teacher relationships are supported by modern studies into FLA management. The results show that despite difficulties leading to teachers being ill-informed of FLSA literature, teachers show a high awareness of foreign language speaking anxiety and employ appropriate management strategies. Initial speculation attributes this to the high degree at which teachers’ professional experiences are relied upon in classroom management.