Résumé:
"This research work explores sources of Fear of Negative Evaluation (FNE) from the
perspective of first year university students of EFL enrolled in the LMD1 system during the
academic year 2006/2007 at Abderrahmane Mira University- Béjaia. The sources we
considered in our three hypotheses are classroom interaction, language proficiency, error
correction and evaluation. A mixed methodology was used all along the research work. That
is, a mixture of quantitative and qualitative methodology accompanied with a descriptive,
analytic style and a thematic analysis of data were used for data analysis. Four research
techniques were used in data collection. A piloting phase about the theme’s ‘researchability’
and feasibility was introduced first in a three month participant observation period of eight
groups during their research methodology sessions. Data analysis showed that FNE was an
existent and a significant phenomenon that seemed to be directed by a number of factors
among which interaction, evaluation, error correction and language proficiency (speaking and
vocabulary in particular) take part of. After this phase, we could develop a questionnaire; we
tested it and handed it to 157 participants. Results revealed that apart from classroom
interaction which was positive, all the other sources were considerably contributing factors in
creating anxiety and FNE. To complete these findings, we used the Before/After Design. We
asked our participants to report their feelings before experiencing exams and after. Results
indicated that FNE is experienced before exams and not after exams. Finally, we reinforced
our questionnaire with a sixteen questions interview format. Here, a thematic analysis was
employed. Findings indicated that interaction with peers seemed less significant compared to
the teacher’s one because participants affirmed that the learner-instructor interaction leads to
fear. These findings reinforced the idea that fear is caused by the teacher’s way of error
correction; a phenomenon that proved to be one of the main factors behind FNE. Further,
learners revealed that they experience FNE because of their low language proficiency. Here,
speaking and vocabulary appeared to be the most significant weaknesses in English. Finally,
evaluation seems also another major aspect where self-evaluation, peer evaluation and teacher
evaluation are all exposed as a possible source of FNE. According to the findings, our three
hypotheses have been confirmed. Only classroom interaction showed less significance
compared to the other sources and emphasis was put on the teacher rather than on peer
interaction.
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