Abstract
Foreign language anxiety (FLA) plays an indispensable role in students’ second language (L2) learning. This paper briefly reviewed the relevant research based on the foreign language classroom anxiety scale (FLCAS) in terms of the effects of FLA on students’ L2 skill performance and the debate on the role of FLA in L2 learning. The research indicated that FLA served as a confounding affective variable influencing L2 performance and achievement differently among the individuals. Furthermore, from the perspectives of L2 cognitive processing and the interference of the first language (L1), whether FLA was a cause or effect came under a heated discussion. Together, these findings suggest that L2 instructors should take both FLA anxiety reduction and L2 skill improvement into account to facilitate students’ L2 learning effectively.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Linguistics, Literature and Translation
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.
