TEACHER EVALUATIVE DISCOURSE AND SPEAKING ANXIETY IN ENGLISH FOR SPECIFIC PURPOSES (ESP): ADVANCED PEDAGOGICAL STRATEGIES FOR MITIGATING PROFESSIONAL FACE-THREAT AMONG PHILOLOGY UNDERGRADUATES

Abstract

Speaking anxiety continues to represent a major affective barrier in English for Specific Purposes (ESP) classrooms, particularly among philology undergraduates whose academic success and professional identity are closely tied to language performance. While previous research has identified teacher evaluative discourse as a significant contributing factor to this anxiety, there remains a need for pedagogically grounded frameworks that translate theory into actionable classroom practices. This study provides an in-depth pedagogical analysis of how evaluative discourse can be systematically reshaped to reduce speaking anxiety and mitigate professional face-threat.