Manifestation of FLA Foreign Language Anxiety FLA

28 review the relationship between motivation and anxiety in terms of students’ English learning achievement. The relationship between language motivation and language anxiety has been investigated by some researchers. Language anxiety was found to be negatively related to motivation Gardner et al., 1987; Hashimoto, 2002; Yang, Liu Wu, 2010; Liu Huang, 2011. Clement, Dornyei and Noels 1994 found that learners who are more motivated to learn language are usually less anxious learners who have better previous experiences, who evaluate their own proficiency more highly and who consider the learning tasks are less difficult. According to Noels, Clement and Pelletier 2001, the more learners feel amotivated, the less effort they will expand and the more anxiety they will feel. Another study conducted by Liu and Cheng 2014 also found that Taiwanese university freshmen’s anxiety levels were significantly lower when students had a higher degree of motivation. The finding of Liu and Cheng ’s study also revealed that the combination of communication apprehension and fear of negative evaluation acted as primary source language anxiety in the Taiwanese EFL classroom. Tahernezhad, Behjat and Kargar 2014 investigated the degree of anxiety among Iranian intermediate EFL learners and its relation to their motivation. To the end, a total number of 80 EFL learners 35 males and 45 females were selected through cluster random sampling from two language classes at Islamic Azad University in Iran as the participants in this study. The instruments used to collect the data from the participants were the Foreign Language Learning Anxiety Scale FLCAS and Gardner’s 1985 AttitudeMotivation Test Battery 29 AMTB. The results indicated that the majority of the participants experienced a mid to high level of language learning anxiety. Besides, it was found that the participants with lower levels of the language learning anxiety were more motivated to learn English while those with higher levels of the language learning anxiety were less motivated to learn English.

4. Lived Experience

“Lived experience is the starting point and end point of phenomenological research ” van Manen, 1990, p. 36. Van Manen 1990 points out eight important philosophical points of phenomenology research. First, “phenomenological research is the study of lived experience ” van Manen, 1990, p. 9. Langdridge 2007, p. 4 points out the same way that when doing phenomenological studies, “we aim to focus on people’s perceptions of the world in which they live and what this means to them: a focus on people’s lived experience.” “Phenomenology is the study of the lifeworld –the world as we immediately experience it pre-reflectively rather than as we conceptualize, categorize or reflect on it ” Husserl, 1970; Schutz Luckmann, 1973 in van Manen, 1990, p. 9. Van Manen 1990, p. 9 states that “phenomenology aims at gaining a deeper understanding of the nature or meaning of our everyday experiences. ” Phenomenology asks what this or that kind of experience is like. What I can highlight here is that, according to van Manen 1990, phenomenology bring us in more direct contact with the world instead of offering us the possibility of effective theory with which we can now explain andor control the world. Second, “phenomenological research is the explication of a phenomenon as it presents itself to consciousness ” van Manen, 1990, p. 9. “The word