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- Numerous studies have been conducted on this emotion from different perspectives over the last few decades. These studies can be classified into three groups. The first group has tried to conceptualize and operationalize L2 anxiety and identify the different components or dimensions of the construct (e.g., Cheng, 2004; Horwitz et al., 1986).
www.cambridge.org/core/journals/annual-review-of-applied-linguistics/article/second-language-anxiety-construct-effects-and-sources/2FFCB23F8EA271606AED54CC7088358D
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Jun 12, 2023 · Studies on the effects of anxiety in L2 learning, therefore, can be classified into two major groups: the first group focuses on the effects of anxiety on learner motivation and learning processes and behavior, and the second group examines the effects of anxiety on L2 outcomes.
- SECOND LANGUAGE ANXIETY AND ACHIEVEMENT
Overall, this study provides firm evidence for both the...
- SECOND LANGUAGE ANXIETY AND ACHIEVEMENT
Overall, this study provides firm evidence for both the negative role of L2 anxiety in L2 learning and the moderating effects of a number of (non)linguistic variables. We discuss the findings in the context of theoretical and practical concerns, and we provide direction for future research.
- Yasser Teimouri, Julia Goetze, Luke Plonsky
- 2019
Second language (L2) anxiety is the most studied affective factor in the field of second language acquisition. Numerous studies have been conducted on this emotion from different perspectives over the last few decades.
Jun 12, 2023 · Second language (L2) anxiety is the most studied affective factor in the field of second language acquisition. Numerous studies have been conducted on this emotion from different perspectives...
Aug 17, 2023 · These results suggest a key refinement to any comprehensive theory of L2 anxiety: L2 anxiety is linked to L2 internal motivation (including both intrinsic motivation and integrated regulation), not to L2 external motivation (not to external regulation and not to introjection regulation).
Second language (L2) anxiety has been proposed to play a causal role in L2 achievement. However, most studies have failed to acknowledge confounding variables that may be relevant to the study of anxiety and L2 achievement or to investigate the causal effect of L2 anxiety using longitudinal data.
The present study investigates the effect of task complexity on speaking anxiety and their impact on specific dimensions of L2 speech production: speaking fluency (speed, breakdown, and repair) and accuracy (grammar, lexis and pronunciation); and global assessments of L2 speaking performance: accentedness and comprehensibility.
