Keywords
How to Cite
Abstract
Language anxiety is the feeling of tension and apprehension associated with second / foreign language learning. It manifests itself in two types of emotional reactions: positive (positive
anxiety) and negative (debilitating anxiety). The focus of this article is to explore the debilitating language anxiety of students learning French as a foreign language and to find out its level in the
first, second and third years of undergraduate studies in Romance philology. The main research problem concerns the need to develop their ability to manage debilitating language anxiety. For
this purpose, the findings of a FLCAS questionnaire are presented
References
Brewer, S. S. (2010). Un regard agentique sur l’anxiété langagière. In: J. Aden / T. Grimshaw / H. Penz / P. Lang (dir.). Enseigner les langues cultures à l’ère de la complexité: approches interdisciplinaires pour un monde en reliance. Teaching language and culture in an eraof complexity: Interdisciplinary approaches for an interrelated world (pp. 75–88). Brussels: Peter Lang.
Cadre européen commun de références pour les langues. Volume complémentaire avec de nouveaux descripteurs (2018). www.coe.int/cecr-volume-complementaire-avec-de-nouveaux-descripteurs/ 16807875d5 [access: 10.11.2019].
Daly, J. (1991). Understanding communication apprehension: An introduction for language educators. In: E. K. Horwitz / D. J. Young (dir.). Language anxiety: From theory and research to classroom implications, (pp. 3–14). Englewood CLIFFS, NJ: Prentice Hall.
Gardner, R. C. / MacIntyre, P. D. (1993). A student’s contribution to second language acquisition, part II: Affective variables. Language Teaching, 26, 1–11. DOI: https://doi.org/10.1017/
S0261444800000045.
Hilleson, M. (1996). “I want to talk with them, but I don’t want them to hear”: An introspective study of second language anxiety in an English-medium school. In: K. Bailey / D. Nunan
(dir.). Voices from the language classroom (pp. 248–275). Cambridge: Cambridge University Press.
Horwitz, E. K. / Horwitz, M. B. / Cope, J. A. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70 (2), 125–132. DOI: https://doi.org/10.2307/327317.
Jarie, L. / Bordás, C. S. / Orozco, A. M. / Supervía, P. U. (2019). Validación y Confiabilidad de la versión francesa de la escala de ansiedad lingüística Foreign Language Classroom Anxiety
Scale y su aplicación a estudiantes franceses: revisión del análisis de Horwitz, Howitz y Cope, Aida y Pérez y Martínez Laurane Jarie, Carlos Salavera Bordás, Abel Merino Orozco y Pablo
Usán Supervía. Thélème. Revista Complutense de Estudios Franceses, 34 (1), 207–225. DOI: http://dx.doi.org/10.5209/THEL.61153.
Jebali, A. (2018). Anxiété langagière, communication médiée par les technologies et élicitation des clitiques objets du français L2. Alsic, 21/2018, mis en ligne le 20 novembre 2017, 1–19.
http://journals.openedition.org/alsic/3164. DOI : https://doi.org/10.4000/alsic.3164 [access: 3.10.2019].
Kalińska-Łuszczyńska, S. (2015). L’acquisition d’une langue étrangère et l’anxiété langagière. Annales Universitatis Mariae Curie-Skłodowska.Sectio FF, Philologiae, 33, 35–47. DOI: https://doi.
org/ 10.17951/ff.2015.33.1.35.
Kalińska-Łuszczyńska, S. (2016). Les corrélats de l’anxiété langagière. Romanica Cracoviensia, 16 (2), 75–96. DOI: https://doi.org/10.4467/20843917RC.16.008.5929.
Kolber, M. (2008). Zrozumieć lęk językowy. https://repozytorium.ukw.edu.pl/handle/item/1805 [access: 1.09.2019].
Łuszczyńska, S. (2017). Impact de l’anxiété sur l’apprenatissage des langues. Studia Neofilologiczne, 13, 129–146. DOI: http://dx.doi.org/10.16926/sn.2017.13.10.
McGonigal, K. (2016). Siła stresu. Jak stresować się mądrze i z pożytkiem dla siebie. Gliwice: Helion.
MacIntyre, P. D. (1995). How does anxiety affect second language learning? A reply to Sparks and Ganschow. The Modern Language Journal, 79 (1), 90–99. DOI: https://doi.
org/10.1111/j.1540-4781.1995.tb05418.x.
MacIntyre, P. D. / Gardner, R. (1991). Methods and results in the study of anxiety in language learning: A review of the literature. Language Learning, 41, 85–117. DOI: https://doi.
org/10.1111/j.1467-1770.1991.tb00677.x.
MacIntyre, P. D. / Gardner, R. C. (1994a). The effects of induced anxiety on cognitive processing in computerised vocabulary learning. Studies in Second Language Acquisition, 16, 1–17. DOI: https://doi.org/10.1017/S0272263100012560.
MacIntyre, P. D. / Gardner R. C. (1994b). The subtle effects of language anxiety on cognitive processing in the second language. Language Learn, 44 (2), 283–305. DOI: https://doi.
org/10.1111/j.1467-1770.1994.tb01103.x.
Matsuda, S. / Gobel, P. (2004). Anxiety and predictors of performance in the foreign language classroom. System, 32, 21–36. DOI: 10.1016/j.system.2003.08.002.
Phillips, E. M. (1991). Anxiety and oral competence: Classroom dilemma. French Review, 65, 1–14.
Porcher, L. (1995). Le français langue étrangère. Paris: Hachette Éducation.
Sarason, I. G. (1987). Test anxiety, cognitive interference, and performance. In: R. E. Snow / M. J. Farr (dir.). Aptitude, learning and instruction: Cognitive and affective process analyses, 3 (pp. 131–142). Hillsdale, N.J.: Erlbaum.
Scovel, T. (1978). The effect of affect: A review of the anxiety literature. Language Learning, 28, 129–142. DOI: https://doi.org/10.1111/j.1467-1770.1978.tb00309.x.
Wilkinson, J. K. (2011). L’anxiété langagière chez les locuteurs d’anglais de niveau universitaire selon le programme d’apprentissage du français langue seconde préalablement suivi. Mémoire de Master de la Faculté des études supérieurs de l’Université Laval Québec, Linguistique et traduction. https:// corpus.ulaval.ca › jspui › bitstream [access: 15.10.2019].
Williams, K. (1991). Anxiety and formal second/foreign language learning. RELC Journal, 22 (2), 19–28. DOI: https://doi.org/10.1177/003368829102200202.
Wine, J. D. (1971). Test anxiety and the direction of attention. Psychological Bulletin, 76, 992–104. DOI: https://dx.doi.org/10.1037/h0031332.
Young, D. J. (1986). The relationship between anxiety and foreign language oral proficiency ratings. Foreign Language Annals, 19 (5), 439–445. DOI: https://doi.org/10.1111/j.1944-9720.1986.
tb01032.x.
Young, D. J. (1992). Language anxiety from the foreign language specialist’s perspective: Interviews with Krashen, Omaggio Hadley, Terrell, and Rardin. Foreign Language Annals, 25 (2), 157–172.
DOI: https://doi.org/10.1111/j.1944-9720.1992.tb00524.x.
Zhang, L. J. (2001). Exploring variability in language anxiety: Two groups of PRC students learning ESL in Singapore. RELC Journal, 32 (1), 73–94. DOI: http://dx.doi.org/10.1177/003368820103
License
Authors
Authors of texts accepted for publication in Glottodidactica are required to complete, sign and return to the Editorial team’s office the Agreement for granting a royalty-free license to works with a commitment to grant a CC sub-license.
Under the agreement, the authors of the texts published in Glottodidactica grant Adam Mickiewicz University in Poznań a non-exclusive, royalty-free license and authorize the use of Attribution-NoDerivatives 4.0 International (CC BY-ND 4.0) Creative Commons sub-license.
The authors retain the right to the free disposal of the work.
Users
Interested Internet users are entitled to use works that have been published in Glottodidactica since 2016, under the following conditions:
▪ attribution – obligation to provide, together with the distributed work, information about the authorship, title, source (link to the original work, DOI) and the license itself.
▪ no derivatives – the work must be preserved in its original form. Without the author's consent, it is not possible to distribute the modified work in the form of translations, publications, etc.
Copyrights are reserved for all texts published before 2016.
Miscellaneous
Adam Mickiewicz University in Poznań retains the property right as a whole (layout, graphic form, title, cover design, logo etc.).
Privacy statement
The names and email addresses published on this journal site will be used exclusively for the purposes declared by this journal and cannot be used for any other purpose or by any other party.