PROFESSIONAL FACE-THREAT AND ORAL PARTICIPATION AMONG PHILOLOGY UNDERGRADUATES IN ESP COURSES
Keywords:
professional face-threat, oral participation, ESP, speaking anxiety, evaluative discourse, philology undergraduates, classroom interactionAbstract
Oral participation is a fundamental component of English for Specific Purposes
(ESP) education, particularly for philology undergraduates preparing for future
academic and professional communication. However, many students experience
speaking anxiety due to the fear of negative evaluation and professional face-threat
during classroom interaction. This study investigates how professional face-threat
influences oral participation among philology undergraduates in ESP courses. The
research examines the relationship between teacher evaluative discourse, peer
judgment, self-confidence, and students’ willingness to communicate in English. A
qualitative research methodology was employed through classroom observation and
semi-structured interviews conducted with undergraduate students enrolled in ESP
programs. The findings reveal that fear of losing professional image and academic
credibility significantly reduces classroom participation and increases communication
avoidance. The study further demonstrates that supportive teacher discourse and
psychologically safe classroom environments positively influence students’
confidence and oral engagement. The article highlights the importance of emotionally
sensitive teaching practices and face-supportive interaction in ESP education.
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