Abstract
Considering the dynamicnature of foreign language anxiety (FLA), we applied an idiodynamic method to explore topic-based variations of FLA. Before the study was conducted, a class of 20 female intermediate English as foreign language learners were assessed using the foreign language classroom anxiety scale (FLCAS). Two low-anxiety learners and two high-anxiety learners were selected to participate in this study. The idiodynamic method involved videotaping the participants’ responses to four topic-based questions, their self-ratings of fluctuations in FLA while answering the questions, and drawing attributions for topic-based changes in FLA. The results demonstrated both within-individual and between-individual stability and variation in FLA. Linguistic block, topic familiarity, topic interest, and topic-related emotional loading were revealed as the major factors affecting the dynamics of FLA. The pedagogical implications of the findings are discussed.
Highlights
Foreign language anxiety (FLA) has been a highly investigated construct in the field of second language acquisition (SLA)
She uttered “a very special kind of stone” she sat up, narrowed her eyes and peacefully reflected in order to recall the name of stone and suddenly, her glittering eyes flying open, came into her own just in time to recalling name. As she started revealing the story behind the necklace, dredging up the memory of her brother leaving her family to head to university, she blushed She went red in the face, rubbed her hand together, and she was close to tears every time she discussed this memory
With respect to the pedagogical implications of this study, the results showed that the use of the idiodynamic method could provide us with documents regarding the dynamics of FLA under the influence of conversational topics
Summary
Foreign language anxiety (FLA) has been a highly investigated construct in the field of second language acquisition (SLA). The emergence of complex dynamic systems theory has urged researchers to explore FLA from a complex dynamic perspective. This shift in perspective towards research on FLA has pivoted on the issue of the ergodicity problem in individual differences in SLA (see Lowie & Verspoor, 2019). The average FLA level of a sample of language learners cannot represent the FLA trajectory of each individual in that sample. Considering this shift, in this study we aimed to explore the dynamics of FLA under the influence of conversational topics via an idiodynamic approach
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