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Appendix2
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FuageAy:UandingItsStatusandInsiders’Awaretitudes
TRANTHITHUTRANG
HueUy
&nam
RICHARDB.BALDAUFJR.ANDKARENMONI
&yofQueensland
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，noresearchhasexamisperceiveFLAtobeaprobleStudentsmaybeawareoftheiraitishertheyperceiveFLAasaseparatephenomenuagelearningorsideritpartoftheirletolearnafuage.Thus，huagestudentsandteachersareawareofstudentFLAintheirlanguagelearningprodwhethertheyhavepativeattitudestowardsFLA，arenotwelluhisstudy，therefore，aimedtotributetoofthesequestionswiththefogonFLAinEnglishasafuage（EFL）learning.Thefollowingresearchquestioudy:
1.TowhatextentdoesFLAexistinamesenon-English-majorstudents?
2.TowhatexteudentsabeiheexistenceofFLAasaphenomenuagelearning?
3.WhatareEFLstudents’audesto>
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