Communicative anxiety in English as a third language

Santos, Alaitz; Cenoz, Jasone; Gorter, Durk

doi:10.1080/13670050.2015.1105780

Cited by 28 publications

(21 citation statements)

References 30 publications

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“…Dewaele and MacIntyre (2014) found that students with a higher competence level in the foreign language have lower levels of foreign language classroom anxiety and higher levels of foreign language enjoyment. Santos, Cenoz, and Gorter (2015) also reported significant differences in communicative anxiety between participants who have different levels of proficiency in English among young adults in the Basque Country. These results confirm previous studies that have associated English language proficiency with higher levels of anxiety in other contexts (see, e.g.…”

Section: Attitudes Towards Emi Anxiety and Gendermentioning

confidence: 84%

“…Our findings also indicate that there are certain differences between business and education students regarding students' concern about their own communicative competence. Anxiety can be associated with lower levels of proficiency and is commonplace among students with limited exposure to English, as is the case in Southern Europe (Santos et al, 2015). Likewise, it is common for people to feel apprehension when speaking English and to be concerned about their English level, fluency and pronunciation.…”

Section: Discussionmentioning

confidence: 99%

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Attitudes and anxieties of business and education students towards English: some data from the Basque Country

Santos

Cenoz

Gorter

2017

Language, Culture and Curriculum

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The aim of this article is to focus on university students' attitudes towards English and their anxieties concerning the use of English in the Basque Country, a multilingual context where exposure to English is limited but internationalisation is an important aim. Participants were 360 undergraduate university students of business (N = 180) and education (N = 180) at the University of the Basque Country. The results of the questionnaires indicate that business students had a more positive attitude(s) towards English than education students. The findings also indicate that female business students have a relatively positive attitude in comparison to male business students but also a higher level of anxiety. The results are discussed as related to the situation of English-medium instruction in Southern European bilingual areas and previous studies on gender, attitudes and anxiety. ARTICLE HISTORY

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Section: Attitudes Towards Emi Anxiety and Gendermentioning

confidence: 84%

Section: Discussionmentioning

confidence: 99%

Attitudes and anxieties of business and education students towards English: some data from the Basque Country

Santos

Cenoz

Gorter

2017

Language, Culture and Curriculum

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“…Santos, Cenoz, & Gorter, 2015). These perceptions are of course subjective (Dewaele et al, 2008) because people who are anxious about using their languages may underestimate their proficiency, while the ones who are less anxious may overestimate it (MacIntyre, Noels, & Clément, 1997).…”

Section: Language Anxiety In Different Contextsmentioning

confidence: 99%

Heritage language anxiety and majority language anxiety among Turkish immigrants in the Netherlands

Sevinç

Dewaele

2016

International Journal of Bilingualism

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Aims and objectives: This study examines the language anxiety that occurs in immigrants' daily lives when speaking the heritage language and the majority language, both in their host country and during visits to their home country. It compares the levels of heritage language anxiety and majority language anxiety across three generations of the Turkish immigrant community in the Netherlands and explores the link between immigrants' language anxiety, and sociobiographical (i.e. generation, gender, education) and language background variables (i.e. age of acquisition, self-perceived proficiency, frequency of language use).Design: A Likert scale-based questionnaire was administered to 116 participants across three generations who reported their language anxiety levels when speaking the heritage language and the majority language in three social contexts (i.e. family, friendship and speaking with native speakers).Findings: Statistical analyses revealed that heritage language anxiety and majority language anxiety were prevalent in immigrants' daily life, and that levels of both forms of anxiety differed across generations, and in different daily life situations. First-and second-generation immigrants typically experienced majority language anxiety, while second-and predominantly third-generation immigrants suffered from heritage language anxiety. Relationships emerged between language background variables and both forms of anxiety, but only in certain situations. These findings suggest that language background variables on their own may be insufficient to explain immigrant 2 language anxiety in certain social contexts (i.e. within family). Rather than merely language background factors, a variety of other issues within social, cultural and national currents must be considered when examining language anxiety in the immigrant context. Implications:Taking an interdisciplinary approach that combines language contact and foreign language anxiety/second language anxiety research, this study suggests that the concept of foreign language anxiety/second language anxiety should be expanded beyond the confines of the classroom in order to include daily interactions immigrant or minority communities.Originality: This study contributes to the limited body of evidence on the topic of language anxiety in immigrant contexts and presents a new construct 'majority language anxiety'.

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“…Additionally, multilingualism has been linked to lower levels of anxiety, since prior exposure to several languages reduces levels of apprehension and fear towards using a foreign language for communication purposes (Dewaele, 2007;Dewaele, Petrides & Furnham, 2008;Santos, Cenoz, & Gorter, 2015;Thompson & Khawaja, 2016;Thompson & Lee, 2013). However, to obtain a better understanding of multilingualism and the language preferences of multilingual learners, further yet more systematic research is still needed in the field of language acquisition (Cenoz, 2013).…”

Section: Multilingualism and L2 Learningmentioning

confidence: 99%

Motivational Factors in Multilingual Students' Learning Additional Languages: The Case of English and Turkish

Dinçer

2018

Eurasian Journal of Applied Linguistics

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APA Citation: Dincer, A. (2018). Motivational factors in multilingual students' learning additional languages: The case of English and Turkish. AbstractThe current study examined the relationships among motivational factors (i.e., motivation types and motivational strength, and language anxiety) in the simultaneous learning process of additional languages. A mixed-methods design was conducted with 86 multilingual learners learning both English and Turkish. The data were collected using a survey and follow-up open-ended questions about the motivational factors. There were three major findings of the study. First, the motivational factors in one language were positively correlated with the same factors in another. Second, although the learners' motivation (i.e., intrinsic, extrinsic and integrative) and motivational strength to continue their education showed no differences in both languages, their L2 anxiety towards learning additional languages was statistically different, in that learners were less anxious when learning English language than learning Turkish language. Third, multilingual learners' interest in learning other languages and willingness to integrate in the target language culture, the status quo of the target language in the global world and the level of unfamiliarity of the target language seem to play a role in the learners' beliefs of motivation, feeling in learning additional languages and intention to study languages. Overall, the study highlighted the role of multilingualism in learning English and Turkish. It also shed light on understanding L2 affective factors learning distinct L2s.

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Communicative anxiety in English as a third language

Cited by 28 publications

References 30 publications

Attitudes and anxieties of business and education students towards English: some data from the Basque Country

Attitudes and anxieties of business and education students towards English: some data from the Basque Country

Heritage language anxiety and majority language anxiety among Turkish immigrants in the Netherlands

Motivational Factors in Multilingual Students' Learning Additional Languages: The Case of English and Turkish

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