The inner workings of anxiety in second language learning
Bibliographic Data
| ID | 24220565 |
|---|---|
| Authors | Peter D Macintyre (0000-0002-1085-6692), Molly F McGillivray |
| Year | 2023 |
| Volume | 43 |
| Pages | 88-104 |
| Publication date | 2023-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Annual Review of Applied Linguistics (BOOK_SERIES) |
| Journal identifiers | ISSN: 0267-1905 • E-ISSN: 1471-6356 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s0267190523000065 |
| OpenAlex | W4385810197 |
| Language | EN |
| Citations received | 12 |
| References cited | 65 |
The paper examines anxiety as an important emotion for language learning and communication, using the intraindividual, dynamic emotional experience as a grounding for understanding the antecedents and consequences of anxiety arousal. The bulk of the existing literature, as reflected in three recent meta-analyses, treats language anxiety as a stable individual difference (ID) factor, documenting its correlations with test performance, course grades, and other indices of language proficiency. This literature contributes to understanding the impact of language anxiety on various linguistic processes. However, the typical ID approach has difficulty documenting the inner workings of language anxiety, and especially its dynamic relationships with other emotions, language processing, and the ebb and flow of anxiety in social situations. To address the limitations of the typical ID approach, this paper will argue that starting from an intrapersonal and dynamic perspective allows more detailed consideration of the myriad ways anxiety interacts with language, situating it among other influential processes that unfold in real time, including the complex interactions among positive and negative emotions. The paper will draw on the work emerging from the perspective of complex dynamic systems, with a focus on the value of individual-level methods for generating new types of research questions. The idiodynamic approach to research will be used to document the complexity of language anxiety in practice. The paper concludes with a call for more individual-level, highly contextualized research to document the inner workings of anxiety within individuals.
anxiety arousal · complex dynamical systems · emotion regulation · Individual differences · language anxiety · Language proficiency · positive and negative emotions · second language acquisition · test performance · Communication in Education and Healthcare · EFL/ESL Teaching and Learning · Second Language Acquisition and Learning
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The dynamic interactions in foreign language classroom anxiety and foreign language enjoyment of pupils aged 12 to 18. A pseudo-longitudinal investigation
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The Role of Affect in Intraindividual Variability in Task Performance for Young Learners
An Investigation of Behavioral Contagion in Groups
Factors Associated with Foreign Language Writing Anxiety
Language Anxiety from the Foreign Language Specialist's Perspective
Enjoyment and anxiety in second language communication
A Meta-analysis of L2 Willingness to Communicate and Its Three High-Evidence Correlates
Affective and Ability Factors in Second-language Acquisition
Individual Differences and the Ergodicity Problem
Learners' Perceptions of How Anxiety Interacts With Personal and Instructional Factors to Influence Their Achievement in English
Avoidance Behavior in Adult Second Language Acquisition1
| Unique citing works | 12 |
|---|---|
| Citations per year | 6 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 12 |