TEACHER EVALUATIVE DISCOURSE AND SPEAKING ANXIETY IN ENGLISH FOR SPECIFIC PURPOSES (ESP): A THEORETICAL PERSPECTIVE ON MITIGATING PROFESSIONAL FACE-THREAT AMONG PHILOLOGY UNDERGRADUATES

Abstract

Teacher evaluative discourse constitutes a crucial element of classroom interaction, particularly in English for Specific Purposes (ESP) contexts where language learning is closely tied to professional identity formation. Among philology undergraduates, speaking performance is often perceived not only as an academic task but also as a reflection of future professional competence. This study explores the theoretical relationship between teacher evaluative discourse and speaking anxiety, with a specific focus on the concept of professional face-threat. Drawing on face theory and affective perspectives in second language acquisition, the paper examines how different forms of teacher feedback may either exacerbate or alleviate students’ anxiety in speaking tasks. The analysis suggests that evaluative discourse characterized by direct criticism, public correction, and authoritative tone can heighten anxiety by threatening students’ professional self-image. Conversely, supportive, dialogic, and face-sensitive feedback strategies can mitigate these effects and foster a more conducive learning environment. The study highlights the need for pedagogical awareness in shaping evaluative practices that balance linguistic accuracy with emotional support. Implications for ESP teaching and future research directions are discussed.