The Stability of General Foreign Language Classroom Anxiety across English and French

Rodríguez, María Lorena; Abreu, Orangel

doi:10.1111/1540-4781.00195

Cited by 91 publications

(112 citation statements)

References 26 publications

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“…L2 learners' perceived worry and emotionality related to foreign language learning could still be empirically separated from a general test anxiety variable (Horwitz, 2001). They only moderately correlated across different foreign languages and were associated with significantly lowered language outcomes (Clément, Dörnyei & Noels, 1994, Ehrman, 1996Gardner, 2007;MacIntyre & Gardner, 1994;Rodriguez & Abreu, 2003;Sparfeldt, Schilling, Rost, Stelzl & Peipert, 2005). As predicted from a cognitive-motivational perspective, their relationships to subjective competence beliefs and general self-esteem characteristics appeared closer than to the actual performance scores (Bailey, Onwuegbuzie & Daley, 2000;Ehrman, 1996;Gardner, Masgoret & Tremblay, 1999;Kitano, 2001;MacIntyre, Noels & Clément, 1997;MacIntyre, Baker, Clément & Donovan, 2002;MacIntyre & Gardner, 1994;Mills, Pajares & Herron, 2007;Onwuegbuzie, Bailey & Daley, 1999, 2000b.…”

Section: Research On L2 Learners' Anxietymentioning

confidence: 93%

Measuring Self-Perceptions of Oral Narrative Competencies and Anxiety in the EFL Context

Faber

2018

EJREP

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Section: Research On L2 Learners' Anxietymentioning

confidence: 93%

Measuring Self-Perceptions of Oral Narrative Competencies and Anxiety in the EFL Context

Faber

2018

EJREP

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“…Extraverts, high-P and low-N participants reported lower levels of FLA in English. Rodriguez and Abreu (2003) examined the stability of the general foreign language classroom anxiety construct across foreign languages. Their participants were university students who were majoring simultaneously in English and French.…”

mentioning

confidence: 99%

Predicting Language Learners' Grades in the L1, L2, L3 and L4: The Effect of Some Psychological and Sociocognitive Variables

Dewaele

2007

International Journal of Multilingualism

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This study of 89 Flemish high-school students' grades for L1 (Dutch), L2 (French), L3 (English) and L4 (German) investigates the effects of three higher-level personality dimensions (psychoticism, extraversion, neuroticism), one lower-level personality dimension (foreign language anxiety) and sociobiographical variables (gender, social class) on the participants' language grades. Analyses of variance revealed no significant effects of the higher-level personality dimensions on grades. Participants with high levels of foreign language anxiety obtained significantly lower grades in the L2 and L3. Gender and social class had no effect. Strong positive correlations between grades in the different languages could point to an underlying sociocognitive dimension. The implications of these findings are discussed.doi: 10.2167/ijm080.0 Keywords: extraversion, neuroticism, psychoticism, foreign language anxiety, language grades IntroductionGardner and MacIntyre (1992: 212) noted that 'there are probably as many factors that might account for individual differences in achievement in a second language as there are individuals . . . '. This statement could induce the naive reader into believing that Gardner and MacIntyre are postmodernists. The second part of the sentence does put things straight: 'however, they may be grouped into one of the two classifications of cognitive or affective variables ' (p. 212). The uniqueness of the individual language learner is one of the central tenets of postmodern enquiry into second language learning. Postmodern researchers typically present detailed case studies of learners within a local and sociohistorical context (see for example Kinginger, 2004; to appear). They are wary of cognitive variables and avoid categorisations and generalisations. Social psychologists like Gardner and MacIntyre, on the other hand, thrive on categorisations of large groups of learners sharing specific characteristics that are identified as possible causes for success in second language learning.The present study is firmly situated within the latter research area, but it does acknowledge the warnings of postmodernists. It deals with interindividual variation linked to sociobiographical and psychological variables in final 1479-0718/07/03 169-29 $20.00/0 -2007 J-M. Dewaele International Journal of Multilingualism Vol. 4, No. 3, 2007 169 year language grades for the L1, L2, L3 and L4 of 89 Flemish high-school students. More specifically, it focuses on the effect of higher-level personality dimensions (extraversion, neuroticism, psychoticism), and Á for the L2 and L3 Á the effect of a lower-order personality dimension, foreign language anxiety (FLA). It also considers the relationship between grades in the different languages, which could point to an underlying dimension of language aptitude. No study has, to my knowledge, ever considered the effect of multiple psychological and sociobiographical variables on students' language grades in the L1 and up to three foreign languages. Research has often focused on...

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“…Motivation encourages learners in their FL learning whereas anxiety interferes with it. Rodríguez and Abreu (2003) argue that these effects of motivation and anxiety might explain, at least partially, the relatively low levels of general FL anxiety in their study. Similar anxiety levels are found in the study by Pérez-Paredes and Martínez-Sánchez (2000 with Spanish students learning English.…”

Section: Introductionmentioning

confidence: 88%

“…The levels of foreign language anxiety experienced by learners may be determined by whether English is studied voluntarily or as a compulsory degree subject. A key study on this specific issue was undertaken in Venezuela by Rodríguez and Abreu (2003) with preservice English language teachers. The authors noted that participants' mean language anxiety score was lower than the scores reported in other studies (see below).…”

Section: Introductionmentioning

confidence: 99%

La ansiedad entre estudiantes españoles de inglés como LE de di-ferentes titulaciones universitarias

Arnaiz-Castro

Guillén

2013

analesps

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Título: La ansiedad entre estudiantes españoles de inglés como LE de diferentes titulaciones universitarias. Resumen: Los efectos de la ansiedad en el aprendizaje de una lengua extranjera se han estudiado desde los años setenta, y a pesar de significativos avances en los enfoques para la enseñanza de la lengua, la literatura continúa asegurando la existencia de aprensión lingüística en el aula y su efecto debilitador en el proceso de aprendizaje. Sin embargo, muy pocas investigaciones se han llevado en un contexto sociocultural comparable al nuestro, esto es, una universidad española donde se aprende inglés. Este estudio tiene como objetivo examinar y comparar los sentimientos de ansiedad de universitarios de seis titulaciones diferentes. Un total de 200 estudiantes participaron en el estudio. Los datos fueron recogidos con la medida Foreign Language Classroom Anxiety Scale (FLCAS) (Horwitz, Horwitz y Cope, 1986). Los análisis revelan, en primer lugar, que todos los alumnos tienen niveles de ansiedad medios; en segundo lugar, que en sólo uno de los aspectos el nivel de ansiedad de los participantes que han escogido el inglés como especialidad es más bajo que el de los estudiantes que tienen el inglés como asignatura obligatoria en titulaciones dirigidas a la especialización en otros campos; y, en tercer lugar, que la relación entre la ansiedad y la nota de los alumnos es mayor en el caso de los que tienen inglés como asignatura obligatoria. Se comentan las implicaciones de estos resultados para una mejor comprensión de la ansiedad y del aprendizaje de la lengua extranjera. Palabras clave: Ansiedad ante el aprendizaje de una lengua extranjera; FLCAS; aprendices de español como lengua extranjera; titulación; nota. Abstract:Researchers have studied the effects of anxiety on foreign language learning since the 1970's, and despite significant advances in approaches to language teaching, the literature continues to report the existence of language apprehension in the classroom and its debilitating effect on the learning process. However, very few studies have been developed in a socio-cultural context comparable to ours, namely, a Spanish university in which English is learnt. This study set out to examine and compare the feelings of anxiety experienced by university students enrolled in six different degree programs. A total of 200 students participated in this study. The data were collected using the Foreign Language Classroom Anxiety Scale (FLCAS) (Horwitz, Horwitz and Cope, 1986). The analyses reveal, firstly, that all the students suffered from average anxiety levels; secondly, that only in one of the aspects is the anxiety level of participants with English as a main subject (i.e. chosen) lower than that of participants for whom English is a non-elective degree requirement; and in the third place, that the relationship between anxiety and the mark obtained by participants is stronger in the case of those who have English as a degree requirement. The implications of these results for a better understanding of anx...

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The Stability of General Foreign Language Classroom Anxiety across English and French

Cited by 91 publications

References 26 publications

Measuring Self-Perceptions of Oral Narrative Competencies and Anxiety in the EFL Context

Measuring Self-Perceptions of Oral Narrative Competencies and Anxiety in the EFL Context

Predicting Language Learners' Grades in the L1, L2, L3 and L4: The Effect of Some Psychological and Sociocognitive Variables

La ansiedad entre estudiantes españoles de inglés como LE de di-ferentes titulaciones universitarias

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