Draft:Foreign Language Learning Anxiety
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Last edited by Paulhe184 (talk | contribs) 5 months ago. (Update) |
Foreign Language Learning Anxiety (FLLA) is a specific type of anxiety that emerges in situations requiring the use of a second or foreign language [1, 2, 3]. While all learners may experience some degree of anxiety, FLLA is distinguished by its persistent and intense nature, significantly impacting language acquisition and performance. It can manifest in various forms, such as apprehension about speaking in class, fear of making mistakes, or general unease in language learning environments 4, 5, 6. Though sharing some characteristics with performance anxieties like communication apprehension, test anxiety, and fear of negative evaluation, FLLA is a distinct psychological construct stemming from the unique challenges inherent in foreign language learning 2, 6, 7.
Research into FLLA has progressed over several decades. Early studies faced challenges in establishing a clear correlation between anxiety and language learning achievement 8, 9. However, advancements in theoretical models and measurement tools, particularly the development of the Foreign Language Classroom Anxiety Scale (FLCAS), have allowed for a deeper understanding of the multifaceted nature of FLLA 2, 8, 9, 10. Studies have identified a range of factors contributing to FLLA, encompassing personal and interpersonal anxieties, learner beliefs about language learning, instructor beliefs about language teaching, classroom procedures, and language testing 11, 12, 13,. Some research also suggests that difficulties in a student's native language can lead to similar struggles in foreign language acquisition, further contributing to anxiety 14, 15, 16, 17.
Recent trends in FLLA research have shifted towards examining anxiety specific to individual language skills, including reading, writing, listening, and speaking 8, 10. This has led to the development of specialised scales like the Foreign Language Reading Anxiety Scale (FLRAS) 4. This focus on skill-specific anxiety highlights the complex and varied ways in which FLLA can impact learners. For instance, studies have found that certain factors, such as unfamiliar vocabulary and fear of negative evaluation, are more strongly associated with writing anxiety than other forms of FLLA 4, 16, 18. By understanding the specific sources and manifestations of anxiety related to each language skill, educators can develop more effective strategies and interventions to mitigate FLLA and foster a positive learning environment 1, 19, 20.