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¡Hablemos español! Un estudio sobre el uso de la lengua meta en clase de español como lengua extranjera en el bachillerato


  • Alba Forés

Summary, in English

The objective of this thesis is to investigate the students’ experience of using the target language in the classroom and that, by doing so, the obstacles and possible solutions to develop oral skills will be identified. The thesis is largely based on the theories of Foreign Language Classroom Anxiety (FLCA) and Foreign Language Enjoyment (FLE).
The hypothesis of this thesis is that both the anxiety and the joy that students experience when speaking Spanish, a foreign language, in the classroom, depends on the teacher’s methods and attitude, but there are also psychological factors that do not relate to the teacher’s methods or the school context, which depend on gender. To investigate the objective, we use a survey distributed to three Swedish schools in two cities in southern Sweden, to five Spanish step three classes (year ten in Swedish schools), with a total of 96 students between the ages 15-17.
The results and conclusions confirm the hypothesis, being as the anxiety and the joy largely depend on the degree of preparation. Furthermore, the results show that women feel more anxiety than men, which confirms the hypothesis, however, they do not feel more joy than their male counterparts.


Publishing year




Document type

Student publication for Bachelor's degree


  • Languages and Literatures


  • Español lengua extranjera (ELE) – Aprendizaje oral – Ansiedad – Alegría – Profesor – Género


  • Ingela Johansson