Appendix 2（第1页）

Appendix2

FuageAy:UandingItsStatusandInsiders’Awaretitudes

TRANTHITHUTRANG

HueUy

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RICHARDB。BALDAUFJR。ANDKARENMONI

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StLusland，Australia

Fuageay（FLA）hasbeenfouinallofthecultureswhereithasbeeheliteratureprovideslimitedempiridicatewhetherfuagestudentsahedirectstakeholdersinthephenomenon，areawareofit。ThisstudyienttowhilasandteachersareawareoftheexistehephenomenonofFLAaudestowardsit。Some419non-English-majorstudents，whowereuakingvariousmajorsiyieachersofEnglishasafuagepartithestudy。Methodolulation，whivolvedgdatausiioerviews，aobiographies，ted。ThefindingsiapproximatelytwothirdsofthestudentssufferedfromFLAtosomedegree，yettheteachersdidnotattributeadequateimportahestudysuggeststhatFLAhasanimpaajorityofstudentsandthatteachersshouldtakethisintoatheirteag。

doi:10。1002tesq。85

Fuageay（FLA）isdefinedas“adistinplexofself-pers，beliefs，feelings，andbehavioursrelatedtuagelearningarisingfromtheuhelanguagelearningprocess”（Horwitz，Hore，1986，p。128）。IheoryofFLA，whichhasbeenwidelyusedinFLAresearch，Horwitzetal。（1986）haveceptualisedFLAasauypeofauagelearniran，2012）。

FLAresearchhasbeendudifferentlearninges，ingtraditionalsettings（e。g。，p;Dereshiwsky，2001;Kostiovic，2009;Liu，2006;Liu&Ja，2008;Tallon，2009;VonW?orde，2003）aanges（e。g。，p;Clark，2009;Donahoe，2010;Hauck&Hurd，2005;Hurd，2007;Hurd&Xiao，2010;Pichette，2009）。Researchhasalsobeendugdifferenttypesoflearners，ingheritagestudentsaudeallon，2006，2009），maiudents（e。g。，Pappamihiel，2002），andseduagestudents。Thefindientlyiheexistenxietyislearninglanguages。

&otheeffectsofFLAathasmainlyprovidedevidehedetrimesofFLA（e。g。，Aida，1994;Bailey，Onwuegbuzie，&Daley，2000;&Lin，2009;Elkhafaifi，2005;Matyre&Douatyre&Gardner，1994;Pappamihiel，2uez，1995;Sellers，2000;Woodrow，2006;Yan&Horwitz，2008;Zhao，2009）。Somestudieshavereportedstoriesofanxiousstudentswhoperceivedfnorseguagelearnilearningexperiendwhofoundeveryossibletoavoidlanguagelearning（e。g。，Price，1991）。ResearchhasalsoprovidedevideFLAexplainssiderablevarianfuageat;thatis，FLAhasbeenfouhebestpredictuageat（Hor;Young，1991;Onwuegbuzie，Bailey，&Daley，2000;Sanchez-Herrero&Sanchez，1992）。Oal。（2000）thushavepostulated，“Aseekstopredi-languageatthatdoesnotincludeameasureuageaylikelywouldbeunderspecified”（p。5）。ThesefindingssupportthehypothesisthatFLAisoorsiudents’performandat。

&heprevalenceofFLAanditsimpafuagelearning，itshouldbeexpectedthatfuagestudentsandteachersareawareofFLA。heless，despitetheimportaedtoFLAbyresearanytries，theextenttowhilasandteachersareawareofitasaillaion。Inaddition，itisherfuageteadstudentshaveaandiusofFLA，aheyhaveapativeviewofit。Althuageteachersmayintuitivelyreisetheexisteudeshouldnotbeassumedthattheissueisfamiliartoalllaeachers（Ewald，20toVonW?orde（2003），“ueachersareseheissueofaheymayheheadditionaltimeaingtheproblemormayhatadefis”（p。10）。Asforstudents，iftheyareawareoftheheiraheymayknoithit，because“apersonwhoisintimatelyawareofwhatisgoingoninhisorhermibodye。。。hasthebestceaialstressfrombeingdistress”（Bigdeli&Bai，2009，p。105）。Studentsahedirectstakeholdersinthelaeadlearherefore，studiesthatexamiheirawarenessof，andattitudestowards，FLAareveryimportantiftheissueistobeuoodandhandledappropriately。UudentsandteachersperceiveFLAtobeafatheirlearningorieagprocess，effortstiestomaareooccur。

Todate，therehasbeenlimitedresearvestigatesteadstudents’awarenessofandattitudestowardsFLA。Theofoteachers’awareudeyieachersofsouageteaditwasorethan3o（Rosenfeld，1978）。Inaddition，althoughaodatehasshoervasive，noresearchhasexamisperceiveFLAtobeaproblem。StudentsmaybeawareoftheiraitishertheyperceiveFLAasaseparatephenomenuagelearningorsideritpartoftheirletolearnafuage。Thus，huagestudentsandteachersareawareofstudentFLAintheirlanguagelearningprodwhethertheyhavepativeattitudestowardsFLA，arenotwelluhisstudy，therefore，aimedtotributetoofthesequestionswiththefogonFLAinEnglishasafuage（EFL）learning。Thefollowingresearchquestioudy:

1。TowhatextentdoesFLAexistinamesenon-English-majorstudents?

2。TowhatexteudentsabeiheexistenceofFLAasaphenomenuagelearning?

3。WhatareEFLstudents’audesto>

&HOD

Partits

&icludedbothEFLstudentsandteaapubliiversityiherewere419non-English-majorstudentpartits（162maleand257female）whoenrolledinaBasiglishLevel2course。Thesestudentsfiveschools（i。e。，BusinessAdministration，AgandFinanidDevelopmentStudies，EiationSystems，andPolitiics）。Theirbadinformatioable1。

Table1。BadInformatioits