scholarly journals EMPIRICAL STUDY OF THE INFLUENCE OF FOREIGN LANGUAGE ANXIETY ON THE LEXICAL COMPETENCE OF FOREIGN LANGUAGE LEARNERS

2021 ◽  
pp. 204-210
Author(s):  
Юлия Сергеевна Андрюшкина
Keyword(s):  
Empirical Study ◽  
Foreign Language ◽  
Language Learners ◽  
State Anxiety ◽  
Language Learner ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Cognitive Interference ◽  
Foreign Language Learners ◽  
Lexical Competence

В работе приведены результаты эксперимента по выявлению иноязыковой тревожности (шкала FLCAS) и ситуативной тревожности (вопросник Ч.Д. Спилбергера), а также их влияния на лексическую компетенцию обучающегося билингва. Полученные результаты позволили сделать вывод, что тревожное состояние приводит к снижению концентрации при выполнении задания, так как мысли о потенциальной неудаче и неуверенность в своих знаниях нарушают течение когнитивных процессов, необходимых для выполнения академической задачи. The paper presents the results of an experiment to identify foreign language anxiety (FLCAS scale) and state anxiety (C.D. Spielberger's questionnaire), and their impact on the lexical competence of a foreign language learner. The research results suggest that anxiety causes cognitive interference with performing specific tasks.

Young Children’s Foreign Language Anxiety

2021 ◽  
Author(s):  
Jieun Kiaer ◽  
Jessica M. Morgan-Brown ◽  
Naya Choi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Original Research ◽  
Psychosocial Wellbeing

This book presents original research on the effects of foreign language anxiety (FLA) on young language learners. It includes suggestions for alleviating FLA and encouraging foreign language enjoyment which will ultimately facilitate more effective language learning and support children’s psychosocial wellbeing.

scholarly journals A Longitudinal Study of Dynamic Changes in and Contributing Factors of Learner Belief of Chinese Foreign Language Learners

2018 ◽  
Vol 11 (7) ◽  
pp. 61
Author(s):  
Xinmiao Liu
Keyword(s):  
Longitudinal Study ◽  
Foreign Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Learning Strategy ◽  
Foreign Language Anxiety ◽  
Contributing Factors ◽  
Efficacy Belief ◽  
Foreign Language Learners ◽  
Foreign Language Proficiency

A longitudinal study was conducted to assess changes in and contributing factors of learner belief for a sample of 70 Chinese foreign language learners. Foreign language proficiency and learner factors such as learner belief and learning strategy were measured four times at approximately fifty-day intervals. The results show that there were significant changes in self-efficacy belief, belief about learning difficulty and belief about learning strategy. The major contributing factors to changes in self-efficacy belief include learning strategy, effort, foreign language anxiety, motivation and foreign language proficiency. Meanwhile, learning style, learning strategy and foreign language anxiety have significant effects on changes in learner belief about learning strategy.

scholarly journals The Plight in Foreign Language Learning in Tunisian Context: Classroom Language Assessment v.s Foreign Language Learning Anxiety

2021 ◽  
Vol 16 ◽  
pp. 23-31
Author(s):  
Leila Najeh Bel’Kiry
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Assessment ◽  
Language Learner ◽  
Language Anxiety ◽  
Sensitive Period ◽  
Foreign Language Anxiety ◽  
Psychological Phenomena ◽  
Classroom Language

The assessment of language proficiency from a psycholinguistics perspective has been a subject of considerable interest. Many literatures are devoted for the explanation of certain psychological phenomena related to first language acquisition and foreign language learning like language disorders/impairments, critical/sensitive period and language anxiety. This paper sheds the light on foreign language anxiety, which is in my conviction the hardest problem that concerns the foreign language learner as well as the teacher. The origin of this conviction is that foreign language anxiety hampers learner performance on one hand, and on the other hand effects, negatively, the classroom language assessment which in turn sharpens learner’s anxiety more and more. There is a significant negative correlation between foreign language anxiety and classroom language assessment. Three issues are to be tackled in this paper: (i) The implication of ‘anxiety’ as a psychological issue in foreign language learning, (ii) classroom language assessment in Tunisian schools and (iii) the relation between foreign language anxiety and classroom language assessment.

scholarly journals THE ROLE OF THE AFFECTIVE DIMENSION IN SHAPING FOREIGN LANGUAGE LEARNERS’ CONCEPTUAL SYSTEM

Neofilolog ◽  
2019 ◽  
pp. 103-117
Author(s):  
Ariadna Strugielska
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Language Learner ◽  
Conceptual System ◽  
Learning And Teaching ◽  
Affective Factors ◽  
Foreign Language Learners

The role of affective factors in the process of foreign language learning and teaching is undeniable. Still, despite growing interest in the role of attitudinal variables in foreign language training, the problem has not been much researched from the perspective of multidimensional cognition. Thus, the focus of the article is the architecture of foreign language learners’ cognition situated within a multimodal framework and shaped by particular socio-linguistic experience. It is postulated that the conceptual system of a foreign language learner is unique in being highly susceptible to processing in terms of affective parameters. This hypothesis is corroborated by the results of a pilot study which show that concrete words in the conceptual systems of foreign language learners are associated with affect more than in the case of native speakers.

Heritage Language Anxiety in Two Spanish Language Classroom Environments: A Comparative Mixed Methods Study

2020 ◽  
pp. 92-113
Author(s):  
Josh Prada ◽  
Paola Guerrero-Rodriguez ◽  
Diego Pascual y Cabo
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Heritage Language ◽  
Second Language Learners ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Control Group ◽  
Classroom Environments ◽  
Heritage Speakers ◽  
Experimental Group

While research into foreign language anxiety (i.e., nervousness towards using the second/additional language) has increased substantially in the last decade, little is known about how language anxiety operates among heritage speakers. Following Tallon’s early works on the topic (2009, 2011) and recent publications (e.g., Sevinç & Dewaele, 2018), the present study further conceptualizes and explores the nature of heritage language anxiety in two different classroom environments at the university level: the traditional Spanish (for second language learners) class, and the Spanish for heritage speakers class. Thirty participants completed (i) the DASS21 scale (Rehka, 2012), (ii) a modified version of the foreign language anxiety scale (Dewaele & MacIntyre, 2014), and (iii) semi structured individual interviews. Participants were distributed between two groups: those in the control group (N=14) were enrolled in a Spanish class for second language learners and those in the experimental group (N=16) were completing a Spanish for heritage speakers course. Results show consistently lower language anxiety rates among participants from the experimental group than among participants from the control group. Additionally, our analyses reveal the role of contextual variables in language anxiety emergence in these two commonly available types of Spanish classrooms.

Foreign and second language anxiety

2010 ◽  
Vol 43 (2) ◽  
pp. 154-167 ◽  
Author(s):  
Elaine K. Horwitz
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Language Teachers ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Anxiety State ◽  
Unique Form ◽  
The Relationship

The possibility that anxiety interferes with language learning has long interested scholars, language teachers, and language learners themselves. It is intuitive that anxiety would inhibit the learning and/or production of a second language (L2). The important term in the last sentence is ‘anxiety’. The concept of anxiety is itself multi-faceted, and psychologists have differentiated a number of types of anxiety including trait anxiety, state anxiety, achievement anxiety, and facilitative-debilitative anxiety. With such a wide variety of anxiety-types, it is not surprising that early studies on the relationship between ‘anxiety’ and achievement provided mixed and confusing results, and Scovel (1978 – this timeline) rightly noted that anxiety is ‘not a simple, unitary construct that can be comfortably quantified into ‘high’ or ‘low’ amounts’ (p. 137). Scovel did not, however, anticipate the identification in the mid-1980s of a unique form of anxiety that some people experience in response to learning and/or using an L2. Typically referred to as language anxiety or foreign language anxiety (FLA), this anxiety is categorized as a situation-specific anxiety, similar in type to other familiar manifestations of anxiety such as stage fright or test anxiety.

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