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Appendix 202（第2页）

Third，theaudents’audestowardsFLAfouadegreeofFLAwasnaturalforstudentslearhisisinacewiththepositionthatayis“partofourexistence”

（Bigdeli&Bai，2009，p.108）andthatfuagelearningis“rarelywithoutayofsomekind”

（Jones，2004，p.30）.However，theteadedtohaveamorepositiveattitudetowardsFLAthas.WhereasnearlyhalfofthestudentsexpressedalyunfavourableattitudetowardsFLA，alleightteachersexpressedamixedattitudetowardsit;thatis，theyteosiderFLAtobebothgoodandbadforstudentswithoutemphasisireme.Althoughtheteachers’viewwasnotnecessarilywrong，beearlyhalfofthestudentsstillemphasisedthedebilitatingsideofFLAoveritsfagside，theseteachersdidouhefullimpactofFLAoispossiblethatFLAhasbothpositiveaiveeffelearning，butgiventhatnearlyhalfofthestudentsstillhadaiveviewofFLA，thisimpliesthatthelevelofFLAwasstillbeyorol，thusgmativethas.

PedagogicalImplis

&hesefindings，thisstudysuggeststhattheprevalehathasbeeediuredoesnotguarafuagestudentsandteachersareawareofit.BecauseteachersplayasupportiveandguidihefuageteadlearheyshouldpaymoreattentioaenceofFLAisaheirkFLA.Inplanningcurriculum，teaorerespoudeiesandneeds.Beingmorerespoeachersbothuheirstudeosupportstudentsinmaythroughdesigningappropriatelearningactivities.Bydoingso，teacherswouldbeabletobuildasupportivelearninge，whichisbelievedtoreduxietylevels（p;Dereshiwsky，2001;Ewald，2ersen&Horwitz，2002;Tallon，2009;VonW?orde，2003）aearichtheirteagexperieooptimisetheirrole.

LimitationsandImplisforFutureResearch

ThisstudyfoundahighlevelofFLAamopopulatiohefaadethesestudentsfeelsoanxiousaboutEFLlearobeuherthesefactorsarerelatedt，performauralfeaturesshouldalsobeuherreseareedstobedooors.Inaddition，sofartherehasbeenlimitedresearFLAi;therefore，wedonotknowiftheunusuallyhighlevelofFLAfoundinthisstudyistypiesestudents.MoreresearFLAwithstudentsofdifferentmajorsshouldbeusefulingthisquestion.

TheawarenessofFLAamoudentsahestudywasexamiheirperceivedexistenceofFLAoudentsandteachersareawareoftheelementsofFLA，ingitspossiblesources，effedmaegies，obeexamihisawareobeuoodadequately.

InadditioFLAhasbeenthefoerousstudies，manyofwhichhavefousdetrimehereisnodoubtthateffortsshouldbemadetofindsolutioheseeffects.However，withalloftheteathisstudyregboththefagaisofFLA，andhalfofthestudentshavingbothpositiveaiveviewsofFLA，wesuggestthatthefagsideofFLAisalsoworthattentiolimitedresearchhasexamiatingsideofFLA，inadditiontofindingsolutionstoreduceFLA，futureresearanagingFLAshouldalsofindwaystotakeadvahepositiveeffectsofFLAoeadlearning.

&HORS

TranThiThuTrangisanEurerandwithresearagementaioionsatHueUy，inam.SheistlydoiheSchoolofEduiversityofQueensland.Herresearterestsiionalpsychology，affectivefalanguagelearning，andteadlearningiion.

RichardB.BaldaufJr.，professorofTESOLattheSchoolofEduiversityofQueensland，haspublishedirefereedjournalsandbooks.HeiscuagePlanningfromPracticetoTheory（1997），LanguageandLanguage-iionPlanninginthePacifi（2003），andPlanniers:Evolutioioion（2008）.

KarenMoniisanassociateprofessorandatescurridliteracycoursesattheSchoolofEduiversityofQueensland.Herresearterestsieradyoungadultswithiualdisabilitiesandteag，learning，aiion.SheistlythepresideralianAssofortheTeagofEnglish.

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