CREATING A PSYCHOLOGICALLY SAFE CLASSROOM TO FOSTER LINGUISTIC COMPETENCE: REDUCING FEAR OF MISTAKES IN B1–C1 LEARNERS

This thesis examines the role of psychological safety in fostering linguistic competence among adult learners at CEFR levels B1 to C1. Despite possessing adequate grammatical knowledge, many learners refrain from speaking due to fear of errors, peer judgment, or embarrassment—a phenomenon known as foreign language anxiety. Drawing on Krashen’s Affective Filter Hypothesis and Bandura’s Self-Efficacy Theory, the study proposes a pedagogical framework centered on error normalization, non-judgmental feedback, anonymous speaking tasks, and collaborative learning structures. The analysis demonstrates that when classrooms are intentionally designed as psychologically safe spaces, learners exhibit greater willingness to take linguistic risks, leading to improved fluency, accuracy, and pragmatic appropriateness.本论文探讨了心理安全（psychological safety）在培养欧洲语言共同参考框架（CEFR）B1至C1级别成年学习者语言能力中的作用。尽管多数学习者已掌握足够的语法知识，但仍因畏惧犯错、遭受同伴评判或感到窘迫而不愿开口表达——这一现象被称为外语焦虑（foreign language anxiety）。本研究依托克拉申的情感过滤假说（Affective Filter Hypothesis）与班杜拉的自我效能感理论（Self-Efficacy Theory），提出了以错误常态化（error normalization）、无评判反馈（non-judgmental feedback）、匿名口语任务（anonymous speaking tasks）及协作学习结构（collaborative learning structures）为核心的教学框架。分析结果显示，当课堂被刻意打造为心理安全的空间时，学习者会表现出更强的承担语言风险的意愿，进而实现口语流利度、准确度与语用恰当性的提升。