Abstract
Inside the realm of second language acquisition, Chinese university students encounter significant subjective challenges, particularly Foreign Language Anxiety (FLA), which is widely recognized for its broad impact. As globalization and foreign language instruction intensify, FLA has become a key research area in education and psychology. A wealth of literature has delved into FLAs influence on learners psychological well-being, cognition, and behavior. This study systematically reviews the literature to explore the role and effects of FLA in Chinese students second language learning. It reveals that FLA impacts emotional states and cognitive processing, leading to heightened emotional filtering that impedes language acquisition. This anxiety can result in psychological, cognitive, and behavioral stress, negatively affecting language development and academic success. Employing a literature analysis approach, the study compiles and analyzes both domestic and international sources, identifying the ubiquity of FLA among Chinese university students and its detrimental effects on academic performance, mental health, and physical well-being. The research aims to inform educational practices and guide the development of teaching strategies to mitigate FLA, thereby enhancing the second language acquisition of Chinese university students.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
More From: Lecture Notes in Education Psychology and Public Media
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.