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ANXIETY MacIntyre & Gregersen (2012) - Coggle Diagram
ANXIETY
MacIntyre & Gregersen (2012)
Historical Perspectives
Inconsistent results anxiety and language learning
The introduction of Horwitz et al.’s (1986)
Foreign Language Classroom Anxiety Scale (FLCAS)
refined the understanding of language anxiety as a specific, multidimensional construct.
Effects of Anxiety
Cognitive stages
Input (difficulty processing new information).
Processing (challenges in integrating information into memory).
Output (impairment in producing language fluently).
Behavioural Impact
Anxious learners avoid participation, procrastinate, and rely on maladaptive strategies like overstudying.
They perform worse on assessments and are more likely to drop out of courses.
Emotional Consequences
Negative feelings of frustration and lack of reward for effort.
Negative experiences are often linked to perfectionism.
Skill-specific Anxiety
Anxiety is particularly pronounced in speaking but extends to writing, reading, and listening.
Research has identified distinct scales for measuring anxiety in these domains (e.g., FLCAS)
Anxiety: Cause and Effect
Learners with strong linguistic coding difficulties in their L1 are predisposed to higher L2 anxiety levels.
Anxiety both causes poor language performance and arises from it, creating a cyclical effect.
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Pedagogical Implications
Teacher Strategies
Recognise and address non-verbal cues of anxiety in students.
Create a supportive classroom environment to reduce apprehension.
Focus on fostering positive emotions, such as interest and enjoyment, to counteract anxiety.
Task Design
Use cooperative and structured activities to promote confidence and reduce stress
Avoid overly challenging tasks that exacerbate anxiety.
Relevance to SLA
& Future Directions
Research should focus on integrating positive psychology to explore how emotions like happiness and interest influence SLA.
Dynamic Systems Theory (DTS)
suggests anxiety should be viewed as part of an evolving process, rather than a fixed state.
Language anxiety is a critical affective factor in SLA, influencing all aspects of the learning process. Addressing it requires a holistic approach that incorporates emotional, cognitive, and pedagogical perspectives. By understanding and mitigating anxiety, educators can significantly enhance learners’ language acquisition experiences.
Language Anxiety
Encompasses fear, worry, and apprehension specific to language learning contexts.
Impacts both “second” language environments (e.g., immersion) and “foreign” language contexts (e.g., classroom).
Research Implications
Quantitative Studies
: Use scales like FLCAS to assess correlations between anxiety and performance metrics (e.g., grades).
Qualitative Studies
: Explore learners' subjective experiences through interviews, diaries, and focus groups.
Process-Oriented Studies
: Investigate real-time changes in anxiety during specific tasks, revealing dynamic fluctuations in learners’ willingness to communicate (WTC).