There are several concepts describing the state of mind when entering foreign language communication with fear. Some of them are communication apprehension, communication anxiety, communication shyness, or communication reticence. Horwitz, Horwitz, and Cope (1986) focused particularly on learning a foreign language in a classroom setting. They defined their concept of a foreign language classroom anxiety as „…a distinct complex of self-perceptions, beliefs, feelings, and behaviours related to classroom language learning arising from the uniqueness of the language learning process “(Horwitz et al.,1986, p. 128). Foreign language classroom anxiety can in certain situations deeply influence communication Yashima (2002). Factors profoundly influencing the fear of communication in a classroom are e.g. the fear of making a mistake in from of classmates (Tum, 2015; Yan & Horwitz, 2008), teaching style and teachers´ talk (Ballester, 2015), the classroom´s dynamics (Yashima et al., 2016) or learning styles and strategies (Yan & Horwitz, 2008). However, many researchers focused on e.g. studying the relationship between the foreign language classroom anxiety and self-evaluation of one´s communicative competence (Lee, 2018; Marzec-Stawiarska, 2015; Matsuda & Gobel, 2004, Yashima, 2002) brought inhomogeneous results.
In my study, which constitutes a part of a study exploring students´ attitude to classroom L2 communication, I focus on university students. For this purpose, I adapted one of the most used instruments measuring self-reported communication apprehension – the Foreign Language Classroom Anxiety Scale (Horwitz et al., 1986). The validated instrument would the international comparison of data and thus contribute to the international research and insight into the interesting matter.