Startseite Examining the impact of foreign language anxiety and language contact on oral proficiency: a study of Chinese as a second language learners
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Examining the impact of foreign language anxiety and language contact on oral proficiency: a study of Chinese as a second language learners

  • Yang (Frank) Gong , Mo Chen und Ziyi An ORCID logo EMAIL logo
Veröffentlicht/Copyright: 29. Juli 2024

Abstract

This study addresses gaps in the existing literature on foreign language anxiety (FLA) by examining its impact on the oral proficiency of Chinese as a second language (CSL) learners. Unlike previous research, this investigation includes less commonly taught languages and considers the role of language contact as a mediating variable. Using structural equation modelling (SEM), we reveal that (1) CSL learning anxiety negatively affects CSL oral complexity and fluency in a direct way, but does not influence oral accuracy; (2) language contact affects CSL oral proficiency, with verbal contact having a particular impact on oral fluency; and (3) language contact does not mediate the relationship between CSL learning anxiety and oral proficiency. This study contributes to current theories of FLA in L2 acquisition by highlighting the roles of anxiety in different oral proficiency measurements even though the mediating effect of language contact does not exist.


Corresponding author: Ziyi An, Faculty of Education, University of Macau, Room 2043, E33, Av. da Universidade, Taipa, Macau SAR, China, E-mail:

Funding source: Research Funds of School of Chinese Studies and Culture Exchange, Renmin University of China

Award Identifier / Grant number: RMSCSCE-21002

Funding source: Research Project of the International Chinese Education Base of the Center for Language Education and Cooperation, Ministry of Education

Award Identifier / Grant number: 22YHJD1030

Funding source: International Chinese Education Research Project of the Center for Language Education and Cooperation, Ministry of Education

Award Identifier / Grant number: 20YH16C

  1. Research funding: This work was supported by Research Funds of School of Chinese Studies and Culture Exchange, Renmin University of China (RMSCSCE-21002), Research Project of the International Chinese Education Base of the Center for Language Education and Cooperation, Ministry of Education (22YHJD1030) and International Chinese Education Research Project of the Center for Language Education and Cooperation, Ministry of Education (20YH16C).

Appendix

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Received: 2023-12-19
Accepted: 2024-07-09
Published Online: 2024-07-29

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