Резюме

This article investigates foreign language learning anxiety within the general EFL context, examining its association with teacher behavior. Utilizing a self-report survey of 172 participants, the study analyzes the possible correlation between teacher dominance and student linguistic anxiety. The sample's diverse age tentatively suggests that this anxiety, regardless of current age, consistently stems from early language learning encounters. The results reveal a significant positive correlation (r = 0.60), indicating pedagogical harshness is strongly associated with linguistic inhibition, though the correlational design limits causal inferences. Ultimately, the study concludes that fostering psychological safety and mutual respect is crucial for overcoming threat rigidity and facilitating language acquisition.

JEL: A22, I21, Z13