The relationship between students’ pronunciation self-perception and their immediate and recalled anxiety levels in a French as a Foreign Language classroom

Sa？etak This paper presents a study focusing on Polish learners of French and their pronunciation anxiety. Our aim was to deepen understanding of self-reported language anxiety by conducting a simultaneous examination of learners’ situation-specific anxiety (manifesting itself during each performance), immediate anxiety (experienced momentarily during the completion of a reading aloud task) and recalled anxiety (obtained from a delayed post-test administered one week after the treatment). Another goal we sought to accomplish was the examination of learners’ self-reported and actual pronunciation proficiency. We decided to combine two approaches to self-assessment. Instead of focusing solely on learners’ global perception of their pronunciation proficiency, we also took into account their contextualized self-assessment, with the subjects being asked to rate two specific performances. The conclusion we reached is that even if various anxiety types and subjects’ self-assessed proficiency levels are interconnected, the nature of this link is still elusive