1.

In addition, specifically in an ESL classroom, students learning a foreign language out of their country ar
A. The causes of foreign language anxiety have been broadly separated into three main components: c
B. In addition, specifically in an ESL classroom, students learning a foreign language out of their countr
C. Unlike linguistic code-switching, cross-cultural code-switching is the socio-linguistic phenomenon of
D. These three factors cause an increase of an individual's anxiety levels as well as a decrease in self-

2. "Molinsky identifies three psychological states that appraise under the influence of emotions while code-
A. Additionally, it has a variety of detrimental effects on foreign language performance, but both the stu
B. "Molinsky identifies three psychological states that appraise under the influence of emotions while co
C. Its main causes are communication-apprehension, test anxiety, and fear of negative evaluation.
D. Test-anxiety is a form of performance anxiety, that is associated with the fear of doing badly or failin

3. It stems from one's self-perceptions of language ability.

A. Following the success of the Foreign Language Classroom Anxiety scale, similar instruments have b
B. These are: "experienced performance difficulty, face threat and identity conflict—all of which mediate
C. It stems from one's self-perceptions of language ability.
D. Support groups can also be a useful tool, as well as other forms of collaboration among peers at a s

4. The causes of foreign language anxiety have been broadly separated into three main components: com
A. Context anxiety could be viewed as a result.
B. Anxiety is found to have a detrimental effect on students' confidence, self-esteem and level of partic
C. The causes of foreign language anxiety have been broadly separated into three main components: c
D. Previously, most researches focused more upon syntactic aspects on code-switching; in other word

5. Foreign language anxiety is usually studied and seen in a language classroom environment, as this is w
A. The effects of foreign language anxiety also extend outside the second language classroom.
B. The first step of recognizing and acknowledging the anxiety is needed in order to communicate their
C. Teachers can also adopt strategies and teaching methods that can help prevent foreign language an
D. Foreign language anxiety is usually studied and seen in a language classroom environment, as this

6. Its main causes are communication-apprehension, test anxiety, and fear of negative evaluation.
A. Its main causes are communication-apprehension, test anxiety, and fear of negative evaluation.
B. Although all aspects of using and learning a foreign language can cause anxiety, both listening and
C. Context anxiety could be viewed as a result.
D. If a student is unable to study before a language examination, the student could experience test anx
7. There is a psychological component to foreign language anxiety as well; language learning is a "profoun
A. Teaching-based strategies for reducing foreign language anxiety involve fostering a comfortable and
B. There is a psychological component to foreign language anxiety as well; language learning is a "pro
C. Specifically recognizing what types of foreign language activities induce their anxiety and what their
D. There can be various physical causes of anxiety, such as hormone levels, but the underlying causes

8. Foreign language anxiety is rooted in three psychological challenges: Those psychological states thus h
A. Research has shown that foreign language anxiety is a significant problem in language classrooms
B. Foreign language anxiety is rooted in three psychological challenges: Those psychological states th
C. For they perceive more social distance between themselves and the native individuals of the target
D. It investigates participants' communication apprehension, test-anxiety and fear of negative evaluatio

9. It has been translated and used in several languages, including Spanish and Chinese.
A. Research has shown that foreign language anxiety is a significant problem in language classrooms
B. Students play an active role in acknowledging and managing their foreign language anxiety.
C. Following the success of the Foreign Language Classroom Anxiety scale, similar instruments have b
D. It has been translated and used in several languages, including Spanish and Chinese.

10. Focusing on positive reinforcement and normalizing mistakes rather than focusing on the negative erro
A. A high level of foreign language anxiety may also correspond with communication apprehension, ca
B. Anxious students also forget previously learned material, volunteer less and tend to be more passive
C. Focusing on positive reinforcement and normalizing mistakes rather than focusing on the negative e
D. Anxiety is found to have a detrimental effect on students' confidence, self-esteem and level of partic

11. It is a form of what psychologists describe as a specific anxiety reaction.

A. Although all aspects of using and learning a foreign language can cause anxiety, both listening and
B. It is a form of what psychologists describe as a specific anxiety reaction.
C. In the 1990s, the challenge was a clear categorization of grammatical or sociolinguistic constraints o
D. The causes of foreign language anxiety have been broadly separated into three main components: c

12. The reduction of foreign language anxiety necessitates the involvement of both the student and the tea
A. These three factors cause an increase of an individual's anxiety levels as well as a decrease in self-
B. Furthermore, they may lack confidence, be less able to self-edit and identify language errors and mo
C. The Foreign Language Classroom Anxiety Scale (FLCAS) is a 33-question, 5-point Likert scale surv
D. The reduction of foreign language anxiety necessitates the involvement of both the student and the
13. Previously, most researches focused more upon syntactic aspects on code-switching; in other words, p
A. Its main causes are communication-apprehension, test anxiety, and fear of negative evaluation.
B. In contrast, anxiety becomes a cause of poor language learning, leading that student to then be una
C. Previously, most researches focused more upon syntactic aspects on code-switching; in other word
D. Furthermore, they may lack confidence, be less able to self-edit and identify language errors and mo

14. In contrast, anxiety becomes a cause of poor language learning, leading that student to then be unable
A. In contrast, anxiety becomes a cause of poor language learning, leading that student to then be una
B. The unrest and worry come due to the fact that the native (Catalan) speakers foresee a connection o
C. Its main causes are communication-apprehension, test anxiety, and fear of negative evaluation.
D. Recommended personal strategies for reducing foreign language anxiety include joining language c

15. The unrest and worry come due to the fact that the native (Catalan) speakers foresee a connection of t
A. If a student is unable to study before a language examination, the student could experience test anx
B. In that sense, although code-switching results from foreign language anxiety, it is more often caused
C. The causes of foreign language anxiety have been broadly separated into three main components: c
D. The unrest and worry come due to the fact that the native (Catalan) speakers foresee a connection

16. Teachers can also adopt strategies and teaching methods that can help prevent foreign language anxie
A. Teaching-based strategies for reducing foreign language anxiety involve fostering a comfortable and
B. Additionally, it has a variety of detrimental effects on foreign language performance, but both the stu
C. Its main causes are communication-apprehension, test anxiety, and fear of negative evaluation.
D. Teachers can also adopt strategies and teaching methods that can help prevent foreign language an

17. Sparks and Ganschow draw attention to the fact that anxiety could result in or cause poor language lea
A. For they perceive more social distance between themselves and the native individuals of the target l
B. Sparks and Ganschow draw attention to the fact that anxiety could result in or cause poor language
C. The effects of these negative emotions may also lead to cross-cultural code-switching, in which bilin
D. There can be various physical causes of anxiety, such as hormone levels, but the underlying causes

18. In this context, it defines the collective, mental restlessness and uncertainty towards the diglossia suffe
A. For instance, teachers can adopt a "modeling approach" in which, instead of explicitly correcting erro
B. Previously, most researches focused more upon syntactic aspects on code-switching; in other words
C. In this context, it defines the collective, mental restlessness and uncertainty towards the diglossia su
D. Test-anxiety is a form of performance anxiety, that is associated with the fear of doing badly or failin
19. Following the success of the Foreign Language Classroom Anxiety scale, similar instruments have bee
A. Anxious students also forget previously learned material, volunteer less and tend to be more passive
B. The Foreign Language Classroom Anxiety Scale (FLCAS) is a 33-question, 5-point Likert scale surv
C. Following the success of the Foreign Language Classroom Anxiety scale, similar instruments have b
D. It has been translated and used in several languages, including Spanish and Chinese.

20. Specific strategies that teachers can use in the classroom include playing language games, conducting
A. In the 1990s, the challenge was a clear categorization of grammatical or sociolinguistic constraints o
B. Specific strategies that teachers can use in the classroom include playing language games, conduct
C. Additionally, it has a variety of detrimental effects on foreign language performance, but both the stu
D. Foreign language anxiety, also known as xenoglossophobia, is the feeling of unease, worry, nervou

21. Fear of negative evaluation is the anxiety associated with the learner's perception of how other onlooke
A. In that sense, although code-switching results from foreign language anxiety, it is more often caused
B. It investigates participants' communication apprehension, test-anxiety and fear of negative evaluatio
C. Fear of negative evaluation is the anxiety associated with the learner's perception of how other onlo
D. The concept of language anxiety (or stress) has also received a particularly recent social and acade

22. In that sense, although code-switching results from foreign language anxiety, it is more often caused by
A. The effects of foreign language anxiety are particularly evident in the foreign language classroom, a
B. In that sense, although code-switching results from foreign language anxiety, it is more often caused
C. Offering additional help outside of class can also be helpful.
D. Foreign language anxiety is usually studied and seen in a language classroom environment, as this

23. For instance, teachers can adopt a "modeling approach" in which, instead of explicitly correcting errors
A. A number of tools have been developed to investigate the level of foreign language anxiety experien
B. From there, the student can seek help and support.
C. The following theories of anxiety play a role in describing foreign language anxiety: An example of w
D. For instance, teachers can adopt a "modeling approach" in which, instead of explicitly correcting err

24. From there, the student can seek help and support.
A. Emotions by the psychological challenges has something to do with attempting to switch codes in an
B. Research has shown that foreign language anxiety is a significant problem in language classrooms
C. Test-anxiety is a form of performance anxiety, that is associated with the fear of doing badly or failin
D. From there, the student can seek help and support.
25. The first step of recognizing and acknowledging the anxiety is needed in order to communicate their ne
A. The first step of recognizing and acknowledging the anxiety is needed in order to communicate their
B. Unlike linguistic code-switching, cross-cultural code-switching is the socio-linguistic phenomenon of
C. Sparks and Ganschow draw attention to the fact that anxiety could result in or cause poor language
D. Foreign language anxiety is usually studied and seen in a language classroom environment, as this

26. Context anxiety could be viewed as a result.

A. Context anxiety could be viewed as a result.
B. It is a form of what psychologists describe as a specific anxiety reaction.
C.
D. The following theories of anxiety play a role in describing foreign language anxiety: An example of w

27. Research has shown that foreign language anxiety is a significant problem in language classrooms thro
A. Although all aspects of using and learning a foreign language can cause anxiety, both listening and
B. It investigates participants' communication apprehension, test-anxiety and fear of negative evaluatio
C. Research has shown that foreign language anxiety is a significant problem in language classrooms
D. The first step of recognizing and acknowledging the anxiety is needed in order to communicate their

28. Additionally, it has a variety of detrimental effects on foreign language performance, but both the stude
A. Additionally, it has a variety of detrimental effects on foreign language performance, but both the stu
B.
C. General theories of anxiety can help explain the root of foreign language anxiety.
D. Furthermore, they may lack confidence, be less able to self-edit and identify language errors and mo

29. Some individuals are more predisposed to anxiety than others and may feel anxious in a wide variety o
A. Some individuals are more predisposed to anxiety than others and may feel anxious in a wide variet
B. The effects of foreign language anxiety also extend outside the second language classroom.
C. Teachers can also adopt strategies and teaching methods that can help prevent foreign language an
D. Foreign language anxiety, however, is situation-specific and so it can also affect individuals who are

30. Furthermore, they may lack confidence, be less able to self-edit and identify language errors and more
A. Furthermore, they may lack confidence, be less able to self-edit and identify language errors and mo
B. The causes of foreign language anxiety have been broadly separated into three main components: c
C. The feelings may stem from any second language context whether it is associated with the productiv
D. Fear of negative evaluation is the anxiety associated with the learner's perception of how other onlo
31. Emotions by the psychological challenges has something to do with attempting to switch codes in an in
A. There can be various physical causes of anxiety, such as hormone levels, but the underlying causes
B. The Foreign Language Classroom Anxiety Scale (FLCAS) is a 33-question, 5-point Likert scale surv
C. Emotions by the psychological challenges has something to do with attempting to switch codes in an
D. In this context, it defines the collective, mental restlessness and uncertainty towards the diglossia su

32. If a student is unable to study before a language examination, the student could experience test anxiet
A. If a student is unable to study before a language examination, the student could experience test anx
B. Research has shown that foreign language anxiety is a significant problem in language classrooms
C. It stems from one's self-perceptions of language ability.
D. There can be various physical causes of anxiety, such as hormone levels, but the underlying causes

33. This would allow students to document and recognize their own anxiety as well as understand that othe
A. Anxious students also forget previously learned material, volunteer less and tend to be more passive
B. This would allow students to document and recognize their own anxiety as well as understand that o
C. Its main causes are communication-apprehension, test anxiety, and fear of negative evaluation.
D. The feelings may stem from any second language context whether it is associated with the productiv

34. Offering additional help outside of class can also be helpful.

A. These three factors cause an increase of an individual's anxiety levels as well as a decrease in self-
B. The following theories of anxiety play a role in describing foreign language anxiety: An example of w
C. Specifically recognizing what types of foreign language activities induce their anxiety and what their
D. Offering additional help outside of class can also be helpful.

35. Negative emotions include embarrassment, performance anxiety, guilt, distress and anxiety in general.
A. Support groups can also be a useful tool, as well as other forms of collaboration among peers at a s
B. Foreign language anxiety is usually studied and seen in a language classroom environment, as this
C. Specific strategies that teachers can use in the classroom include playing language games, conduct
D. Negative emotions include embarrassment, performance anxiety, guilt, distress and anxiety in gene

36. The feelings may stem from any second language context whether it is associated with the productive
A. The feelings may stem from any second language context whether it is associated with the productiv
B. Anxious students also forget previously learned material, volunteer less and tend to be more passive
C. In addition, specifically in an ESL classroom, students learning a foreign language out of their count
D. Context anxiety could be viewed as a result.
37. There can be various physical causes of anxiety, such as hormone levels, but the underlying causes of
A. "Molinsky identifies three psychological states that appraise under the influence of emotions while co
B. There can be various physical causes of anxiety, such as hormone levels, but the underlying causes
C. People who exhibit this kind of communication reticence can also sometimes be perceived as less tr
D. Fear of negative evaluation is the anxiety associated with the learner's perception of how other onlo

38. Although all aspects of using and learning a foreign language can cause anxiety, both listening and spe
A. Some individuals are more predisposed to anxiety than others and may feel anxious in a wide variet
B. Fear of negative evaluation is the anxiety associated with the learner's perception of how other onloo
C. Although all aspects of using and learning a foreign language can cause anxiety, both listening and
D. These are: "experienced performance difficulty, face threat and identity conflict—all of which mediat

39. People tend to act or speak in a way that would be judged appropriate to the other people native to the
A. People who exhibit this kind of communication reticence can also sometimes be perceived as less tr
B. Anxiety is found to have a detrimental effect on students' confidence, self-esteem and level of partic
C. People tend to act or speak in a way that would be judged appropriate to the other people native to
D. The effects of foreign language anxiety also extend outside the second language classroom.

40. In contrast to what foreigners may feel abroad with a different language, here the renounces made by t
A. In contrast to what foreigners may feel abroad with a different language, here the renounces made b
B. The Foreign Language Classroom Anxiety Scale (FLCAS) is a 33-question, 5-point Likert scale surv
C. The effects of foreign language anxiety are particularly evident in the foreign language classroom, a
D. Support groups can also be a useful tool, as well as other forms of collaboration among peers at a s

41. Anxiety is found to have a detrimental effect on students' confidence, self-esteem and level of participa
A. Although all aspects of using and learning a foreign language can cause anxiety, both listening and
B. Anxiety is found to have a detrimental effect on students' confidence, self-esteem and level of partic
C. In contrast, anxiety becomes a cause of poor language learning, leading that student to then be una
D. For they perceive more social distance between themselves and the native individuals of the target

42. The concept of language anxiety (or stress) has also received a particularly recent social and academic
A. Furthermore, they may lack confidence, be less able to self-edit and identify language errors and mo
B. The concept of language anxiety (or stress) has also received a particularly recent social and acade
C. Some individuals are more predisposed to anxiety than others and may feel anxious in a wide variet
D. Foreign language anxiety, however, is situation-specific and so it can also affect individuals who are
43. Foreign language anxiety, also known as xenoglossophobia, is the feeling of unease, worry, nervousne
A. Teachers can also adopt strategies and teaching methods that can help prevent foreign language an
B. Foreign language anxiety, also known as xenoglossophobia, is the feeling of unease, worry, nervous
C. Teaching-based strategies for reducing foreign language anxiety involve fostering a comfortable and
D. Sparks and Ganschow draw attention to the fact that anxiety could result in or cause poor language

44. The study found that this tool is most beneficial to those with high anxiety.
A. Context anxiety could be viewed as a result.
B. The study found that this tool is most beneficial to those with high anxiety.
C. In the 1990s, the challenge was a clear categorization of grammatical or sociolinguistic constraints o
D. Focusing on positive reinforcement and normalizing mistakes rather than focusing on the negative e

45. A high level of foreign language anxiety may also correspond with communication apprehension, causi
A. There are three types of cross-cultural code-switching: This code-switching could be considered as
B. Furthermore, they may lack confidence, be less able to self-edit and identify language errors and mo
C. Previously, most researches focused more upon syntactic aspects on code-switching; in other word
D. A high level of foreign language anxiety may also correspond with communication apprehension, ca

46. For they perceive more social distance between themselves and the native individuals of the target lan
A. For they perceive more social distance between themselves and the native individuals of the target l
B. Recommended personal strategies for reducing foreign language anxiety include joining language c
C. From there, the student can seek help and support.
D. The reduction of foreign language anxiety necessitates the involvement of both the student and the

47. The effects of foreign language anxiety are particularly evident in the foreign language classroom, and
A. It investigates participants' communication apprehension, test-anxiety and fear of negative evaluatio
B. The effects of foreign language anxiety are particularly evident in the foreign language classroom, a
C. In the 1990s, the challenge was a clear categorization of grammatical or sociolinguistic constraints o
D. In contrast, anxiety becomes a cause of poor language learning, leading that student to then be una

48. Students play an active role in acknowledging and managing their foreign language anxiety.
A. Communication apprehension is the anxiety experienced when speaking or listening to other individ
B. Negative emotions include embarrassment, performance anxiety, guilt, distress and anxiety in gener
C. Students play an active role in acknowledging and managing their foreign language anxiety.
D. Following the success of the Foreign Language Classroom Anxiety scale, similar instruments have b
49. These are: "experienced performance difficulty, face threat and identity conflict—all of which mediate th
A. These are: "experienced performance difficulty, face threat and identity conflict—all of which mediate
B. Research has shown that foreign language anxiety is a significant problem in language classrooms
C. This would allow students to document and recognize their own anxiety as well as understand that o
D. Sparks and Ganschow draw attention to the fact that anxiety could result in or cause poor language

50. A number of tools have been developed to investigate the level of foreign language anxiety experience
A. For they perceive more social distance between themselves and the native individuals of the target l
B. A number of tools have been developed to investigate the level of foreign language anxiety experien
C. Focusing on positive reinforcement and normalizing mistakes rather than focusing on the negative e
D. People who exhibit this kind of communication reticence can also sometimes be perceived as less tr