13 L2 Anxiety: An Affective Factor or a Linguistic Variable?
Abstract
The idea of a special anxiety unique to learning L2s is popular as an explanation for more and less successful L2 achievement. Language learning (L2) anxiety is thought to cause negative emotions that interfere with speaking, comprehending, reading, and writing a L2. Researchers have developed instruments to measure anxiety for L2s. However, these instruments are confounded by students’ L1 skills and L2 aptitude measured years prior to L2 coursework. In this chapter, research on the anxiety hypothesis, anxiety surveys, and empiricallybased challenges to the anxiety hypothesis are reviewed. The chapter also presents the results of a new study on the relationship between L2 reading skills and language anxiety. The discussion focuses on the chain of evidence-based results generated over several years showing that L2 anxiety instruments are measuring students’ L2 achievement, accurate self-perceptions of their reading and language learning skills, or both. Language skills are posited to be a confounding variable in L2 anxiety research. The chapter concludes by proposing that L2 learning is not contingent on the presence or absence of anxiety and that L2 learners will benefit from pedagogical methods that focus on teaching the language skills necessary for L2 competence.
Abstract
The idea of a special anxiety unique to learning L2s is popular as an explanation for more and less successful L2 achievement. Language learning (L2) anxiety is thought to cause negative emotions that interfere with speaking, comprehending, reading, and writing a L2. Researchers have developed instruments to measure anxiety for L2s. However, these instruments are confounded by students’ L1 skills and L2 aptitude measured years prior to L2 coursework. In this chapter, research on the anxiety hypothesis, anxiety surveys, and empiricallybased challenges to the anxiety hypothesis are reviewed. The chapter also presents the results of a new study on the relationship between L2 reading skills and language anxiety. The discussion focuses on the chain of evidence-based results generated over several years showing that L2 anxiety instruments are measuring students’ L2 achievement, accurate self-perceptions of their reading and language learning skills, or both. Language skills are posited to be a confounding variable in L2 anxiety research. The chapter concludes by proposing that L2 learning is not contingent on the presence or absence of anxiety and that L2 learners will benefit from pedagogical methods that focus on teaching the language skills necessary for L2 competence.
Chapters in this book
- Frontmatter I
- Acknowledgments V
- Contents VII
- Foreword IX
- 1 SLA and Individual Differences: An Overview 1
-
Part I: Age, Intelligence, Aptitude and Affect
- 2 The Age Factor and the Critical Period Hypothesis 19
- 3 Intelligence 35
- 4 Foreign Language Aptitude 53
- 5 Language Aptitude, Psychological and Affective Factors 73
-
Part II: Memory, Attention and Noticing
- 6 Phonological and Executive Working Memory 97
- 7 Consciousness, Attention and Noticing 125
-
Part III: Learning Strategies, Metacognition and Self- Regulation
- 8 Language Learning Strategies 147
- 9 Metacognition 175
- 10 Self-Regulation 201
-
Part IV: L2 Skills, Learning Difficulties, and Anxiety
- 11 L2 Reading and Writing Skills 225
- 12 L2 Learning Difficulties and Disabilities 257
- 13 L2 Anxiety: An Affective Factor or a Linguistic Variable? 287
-
Epilogue
- 14 Individual Differences in SLA–Looking Back and Looking Forward 321
- Author Profiles 335
- Index 337
Chapters in this book
- Frontmatter I
- Acknowledgments V
- Contents VII
- Foreword IX
- 1 SLA and Individual Differences: An Overview 1
-
Part I: Age, Intelligence, Aptitude and Affect
- 2 The Age Factor and the Critical Period Hypothesis 19
- 3 Intelligence 35
- 4 Foreign Language Aptitude 53
- 5 Language Aptitude, Psychological and Affective Factors 73
-
Part II: Memory, Attention and Noticing
- 6 Phonological and Executive Working Memory 97
- 7 Consciousness, Attention and Noticing 125
-
Part III: Learning Strategies, Metacognition and Self- Regulation
- 8 Language Learning Strategies 147
- 9 Metacognition 175
- 10 Self-Regulation 201
-
Part IV: L2 Skills, Learning Difficulties, and Anxiety
- 11 L2 Reading and Writing Skills 225
- 12 L2 Learning Difficulties and Disabilities 257
- 13 L2 Anxiety: An Affective Factor or a Linguistic Variable? 287
-
Epilogue
- 14 Individual Differences in SLA–Looking Back and Looking Forward 321
- Author Profiles 335
- Index 337
