Abstract
Empirical studies have provided evidence for the negative role of foreign language anxiety in language proficiency measured via final course grades, self-assessments, objective language tests, and GPAs. However, its role in language proficiency from the perspective of explicit and implicit L2 knowledge is under-investigated. The current study therefore investigates the relationship between foreign language anxiety and explicit and implicit L2 knowledge in an English as a foreign language context. Participants were 156 university-level non-English majors. The results of the t test and multiple regression analyses showed that foreign language anxiety has a negative role in implicit L2 knowledge and also can predict it, but it was not found to have a significantly negative role in explicit L2 knowledge. The nature of the tests and knowledge may account for the results.
Highlights
Anxiety is a topic that has attracted the attention of several researchers in the field of second language acquisition (SLA) (Kim, 2000)
Empirical studies have provided evidence for the negative role of foreign language anxiety in language proficiency measured via final course grades, self-assessments, objective language tests, and GPAs
Horwitz, and Cope (1986) proposed the so-called foreign language classroom anxiety (FLCA) construct and conceptualized it as a “distinct complex of self-perceptions, beliefs, feelings, and behaviors related to classroom language learning arising from the uniqueness of the language learning process” (p. 128)
Summary
Anxiety is a topic that has attracted the attention of several researchers in the field of second language acquisition (SLA) (Kim, 2000). It is defined as “the subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the autonomic nervous system” SLA researchers have increasingly adopted a situation-specific definition of anxiety that differs from more general types. Very few studies have focused on the relationship between foreign language anxiety and language proficiency from the perspective of explicit and implicit L2 knowledge
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