The Effect of Foreign Language
Anxiety On Second Language
Achievement in the Classroom
"Materials and Results in the Study of Anxiety and
Language Learning"
This project is involved in examining the different perspectives foreign language studies have taken in analyzing the effects of foreign language anxiety upon students in the language-learning classroom. The authors aim to compare findings, perspectives, and results of many studies that deal with foreign language anxiety. “Methods and Results” finds that different approaches concerning forms of anxiety have greatly influenced the results of the studies. The project notes that situation-specific anxiety approaches in second language studies have been most effective in explaining the role anxiety plays in the learning of a second language. MacIntyre and Gardner conclude that foreign language anxiety is in fact situational-specific anxiety. The authors define situation-specific anxiety as anxiety within a certain environment or context, such as a classroom. My understanding of the work greatly correlates with the source’s introduction in the fact that they both address that the authors aim to determine the type of anxiety foreign language anxiety is most closely related to, and analyze the similarities and difference between varying studies in the second language research field concerning foreign language anxiety.
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