Annual Review of Applied Linguistics最新文献

{"title":"Second language anxiety: Construct, effects, and sources","authors":"Mostafa Papi, Hassan Khajavy","doi":"10.1017/S0267190523000028","DOIUrl":"https://doi.org/10.1017/S0267190523000028","url":null,"abstract":"Abstract Second language (L2) anxiety is the most studied affective factor in the field of second language acquisition. Numerous studies have been conducted on this emotion from different perspectives over the last few decades. These studies can be classified into three groups. The first group has tried to conceptualize and operationalize L2 anxiety and identify the different components or dimensions of the construct (e.g., Cheng, 2004; Horwitz et al., 1986). The second group has explored the impact of L2 anxiety on various motivational, behavioral, learning, and performance aspects of L2 learning (e.g., Gkonou et al., 2017). Finally, the third group has investigated different sources of L2 anxiety (Papi & Khajavy, 2021). In this manuscript, we will draw on studies from the three strands to present an overview of the state of research on this construct and conclude by discussing major issues with the conceptualization, measurement, and design of studies on L2 anxiety.","PeriodicalId":47490,"journal":{"name":"Annual Review of Applied Linguistics","volume":"43 1","pages":"127 - 139"},"PeriodicalIF":3.7,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46533762","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Like student like teacher? Taking a closer look at language teacher anxiety","authors":"Julia Goetze","doi":"10.1017/S0267190523000053","DOIUrl":"https://doi.org/10.1017/S0267190523000053","url":null,"abstract":"Abstract This article takes a comparative look at language teacher anxiety (LTA) vis-à-vis students’ language classroom anxiety (LCA) and contends the benefit of pursuing and expanding LTA research. Specifically, the paper first traces the development of LTA inquiry from its inception in the 1990s until today and highlights how it historically aligned with and, more recently, diverges from LCA research. After establishing LTA as an idiosyncratic variable in instructed language learning and teaching contexts, I grapple with the questions of whether and why LTA merits further research attention and suggest that the pursuit of LTA research is not only beneficial to examine the role of teachers’ emotions in instructed language learning but also for the advancement of three other flourishing domains in the field of second language acquisition (SLA). These include the diversification of theoretical frameworks through which language classroom emotions can be examined, the advancement of research methodologies, and the role of emotions in social justice-centered approaches to language teaching (e.g., pedagogies of discomfort).","PeriodicalId":47490,"journal":{"name":"Annual Review of Applied Linguistics","volume":"43 1","pages":"41 - 55"},"PeriodicalIF":3.7,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46840430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"APL volume 43 Cover and Front matter","authors":"","doi":"10.1017/s0267190523000120","DOIUrl":"https://doi.org/10.1017/s0267190523000120","url":null,"abstract":"An abstract is not available for this content so a preview has been provided. As you have access to this content, a full PDF is available via the ‘Save PDF’ action button.","PeriodicalId":47490,"journal":{"name":"Annual Review of Applied Linguistics","volume":"127 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135533287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Applied linguistics in the age of anxiety","authors":"Derek Reagan, E. Fell, Alison Mackey","doi":"10.1017/S0267190523000119","DOIUrl":"https://doi.org/10.1017/S0267190523000119","url":null,"abstract":"It seems apt to allude to W. H. Auden’s titular poem, “Age of Anxiety,” as we introduce this, the 43rd issue of the Annual Review of Applied Linguistics. The poem was written in the midst of social, political, and psychological upheavals resulting from World War II. Today, the world is still grappling with social, political, and psychological upheavals amid global conflicts as well as the COVID pandemic. The applied linguistics and language learning landscape we find ourselves in today seems no different. Throughout second language acquisition research, the emotion of anxiety has been one of the most studied affective variables (Gass et al., 2020) and yet remains one of the more elusive variables to characterize and operationalize, given how highly personal, multidimensional, and vulnerable each of our experiences with anxiety is. Some attempts to characterize anxiety frame it as a kind of filter through which individual second language skills are experienced, such as speaking in another language. Other characterizations take a more global approach, portraying anxiety as a microreaction to macro-stresses, such as experiencing pressure to learn another language, especially if that language is the lingua franca, the learning of which can be viewed as the difference between an individual’s success or failure. In both of these examples, anxiety can affect a learner’s ability to process and recall new information, making second language learning and performance an anxiety-provoking task. It may, then, be no surprise that anxiety has traditionally been viewed as one of the primary obstacles to language learning. This is evident in early constructs like the affective filter hypothesis (see Dulay & Burt, 1977; Krashen, 1982), which was a metaphorical barrier made up of affective emotions including anxiety that inhibited second language learning, and it was only occasionally, in its mildest form of arousal, viewed as potentially facilitating (e.g., Scovel, 1978). While these early and traditional perspectives on anxiety are still present in much research today, the authors of the current issue challenge readers to continue to reconceptualize the innumerable roles in which anxiety appears to play in second language learning. In the first article in the current issue by Dewaele, Botes, and Meftah, “A Three-Body Problem,” the authors expand the traditional conception of anxiety to create a multicomponent framework, integrating it with language enjoyment and boredom. In expanding how anxiety is seen, their paper investigates which of three emotional variables—anxiety, boredom, or enjoyment—best predicts academic achievement in an English as a foreign language (EFL) classroom. The research design used structural equation modeling and cross-sectional data from 502 learners in Morocco. The three learner emotion variables under investigation, foreign language classroom anxiety, foreign language boredom, and foreign language enjoyment were all found to predict","PeriodicalId":47490,"journal":{"name":"Annual Review of Applied Linguistics","volume":"43 1","pages":"1 - 6"},"PeriodicalIF":3.7,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48613405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The inner workings of anxiety in second language learning","authors":"P. MacIntyre, Molly F. McGillivray","doi":"10.1017/S0267190523000065","DOIUrl":"https://doi.org/10.1017/S0267190523000065","url":null,"abstract":"Abstract The paper examines anxiety as an important emotion for language learning and communication, using the intraindividual, dynamic emotional experience as a grounding for understanding the antecedents and consequences of anxiety arousal. The bulk of the existing literature, as reflected in three recent meta-analyses, treats language anxiety as a stable individual difference (ID) factor, documenting its correlations with test performance, course grades, and other indices of language proficiency. This literature contributes to understanding the impact of language anxiety on various linguistic processes. However, the typical ID approach has difficulty documenting the inner workings of language anxiety, and especially its dynamic relationships with other emotions, language processing, and the ebb and flow of anxiety in social situations. To address the limitations of the typical ID approach, this paper will argue that starting from an intrapersonal and dynamic perspective allows more detailed consideration of the myriad ways anxiety interacts with language, situating it among other influential processes that unfold in real time, including the complex interactions among positive and negative emotions. The paper will draw on the work emerging from the perspective of complex dynamic systems, with a focus on the value of individual-level methods for generating new types of research questions. The idiodynamic approach to research will be used to document the complexity of language anxiety in practice. The paper concludes with a call for more individual-level, highly contextualized research to document the inner workings of anxiety within individuals.","PeriodicalId":47490,"journal":{"name":"Annual Review of Applied Linguistics","volume":"43 1","pages":"88 - 104"},"PeriodicalIF":3.7,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45840747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How epistemic anxiety and curiosity link perceived value and intended efforts in the language classroom","authors":"Nicola Fraschini, Yu Tao","doi":"10.1017/S0267190523000041","DOIUrl":"https://doi.org/10.1017/S0267190523000041","url":null,"abstract":"Abstract Language learner anxiety—and emotions in general—has constantly attracted academic attention in the second language acquisition (SLA) field for almost 40 years (Plonsky et al., 2022). However, within the context of the foreign language classroom, epistemic emotions remain understudied, despite their demonstrated effects on performance (D'Mello et al., 2014) and learners’ cognitive processes (Muis et al., 2018a). Epistemic emotions are academic emotions that “relate to knowledge-generating qualities of cognitive tasks and activities” (Pekrun et al., 2017, p. 1268). Their object focus lies in the generation of knowledge (Vogl et al., 2019a) and therefore are prominent during learning activities in academic settings. Recent research in SLA shows that epistemic emotions play a considerable role in instructed language learning (Fraschini, 2023; Nakamura et al., 2022). This current study analyses how two common epistemic emotions—epistemic anxiety and curiosity—mediate the link between a learner's perceived value and intended effort. Empirical data was collected using a tailor-designed survey administered to learners of Korean as a foreign language enrolled in a hybrid university course. Results show that epistemic anxiety and curiosity are independent of each other and coexist during language learning tasks. Furthermore, both epistemic emotions significantly correlate to a learner's perceived value of language learning, with opposite effects. While learners with a higher perceived value tend to be more curious, they also appear less anxious. These results are further discussed considering teachers’ and learners’ characteristics and in relation to theoretical and pedagogical implications for the language classroom.","PeriodicalId":47490,"journal":{"name":"Annual Review of Applied Linguistics","volume":"43 1","pages":"23 - 40"},"PeriodicalIF":3.7,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45410547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Language anxiety and learner silence in the classroom from a cognitive-behavioral perspective","authors":"Kate Maher, Jim King","doi":"10.1017/S0267190523000077","DOIUrl":"https://doi.org/10.1017/S0267190523000077","url":null,"abstract":"Abstract Language anxiety plays a key role in language learners’ silent behaviors in class (King, 2013). Given its public nature and emphasis on interaction within it, the classroom context plays a significant role in the production of language anxiety. Anxious people are more likely to negatively appraise situations, affecting their behavior. That is, it is not just the subject content that causes anxiety, it is also the cognitive processes that occur from being in the classroom environment (Clark & Wells, 1995; Horwitz et al., 2010). King (2014) found that anxious language learners’ thoughts often contain feared predictions about the social costs of speaking in the classroom and worries about how peers might negatively evaluate performance. These fears about external factors contribute to learners becoming inhibited and using silence to avoid the discomfort of speaking. Also, while anxious learners tend to have content-specific concerns, for example, making mistakes, self-focused thoughts are often intensified by contextual factors, such as interacting with peers (Gregersen & Horwitz, 2002). This article looks at the relationship between language anxiety and silent behavior from a cognitive-behavioral perspective, emphasizing how the dynamic interplay between an individual learner and the classroom context can result in even the most motivated and proficient learners missing opportunities to develop their language skills through target-language interaction.","PeriodicalId":47490,"journal":{"name":"Annual Review of Applied Linguistics","volume":"43 1","pages":"105 - 111"},"PeriodicalIF":3.7,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49242725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Feedback matters: Thwarting the negative impact of language anxiety","authors":"T. Gregersen","doi":"10.1017/S026719052300003X","DOIUrl":"https://doi.org/10.1017/S026719052300003X","url":null,"abstract":"Abstract Elaine Horwitz et al. (1986), in their seminal article that helped jumpstart our current interest in language anxiety, characterized this affective malady as composed of three elements: fear of negative evaluation, communication apprehension, and test anxiety. Notably, all three of these components are linked in different ways to learners’ perceptions about others’ assessment of their linguistic competence. Over the years since Horwitz et al.'s influential publication, research has only reinforced the idea that feedback provided to language learners has a powerful impact on their emotional well-being and levels of linguistic confidence. This article explores research on the various ways that learners can be supported via assessment practices and feedback techniques that not only counter the debilitating effects of language anxiety but also may even work preventatively to increase learner well-being. Among these is Appreciative Inquiry, a feedback technique that focuses on what learners are doing effectively, as well as other nondeficit, strengths-based approaches that concentrate on assets rather than fixing what is broken.","PeriodicalId":47490,"journal":{"name":"Annual Review of Applied Linguistics","volume":"43 1","pages":"56 - 63"},"PeriodicalIF":3.7,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42134646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A primer on measurement invariance in L2 anxiety research","authors":"Ekaterina Sudina","doi":"10.1017/S0267190523000089","DOIUrl":"https://doi.org/10.1017/S0267190523000089","url":null,"abstract":"Abstract Measurement invariance (MI) is essential to bolstering validity arguments behind psychometric instruments (Zumbo, 2007). Nonetheless, very few second language (L2) anxiety scales, including the most widely used L2 anxiety questionnaire—the Foreign Language Classroom Anxiety Scale (FLCAS; Horwitz et al., 1986)—have been tested for MI. The present paper seeks to address this deficiency in the literature (a) by demonstrating why this procedure is key to enhancing our understanding of the latent phenomenon in question, particularly in relation to different language learning contexts, (b) by outlining the main stages of MI testing with specific recommendations for L2 scale developers and users, (c) by providing commendable examples of the application of MI in applied linguistics research in order to illustrate the potential of this technique, and (d) by making a case for employing MI in future validation studies, thereby promoting methodologically sound research practices in the context of anxiety scales and elsewhere in applied linguistics.","PeriodicalId":47490,"journal":{"name":"Annual Review of Applied Linguistics","volume":"43 1","pages":"140 - 146"},"PeriodicalIF":3.7,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46529180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The relationship between reading and listening anxieties in EFL classrooms: Exploring the mediating effect of foreign language classroom anxiety","authors":"Gökhan Öztürk","doi":"10.1017/S0267190523000107","DOIUrl":"https://doi.org/10.1017/S0267190523000107","url":null,"abstract":"Abstract The purpose of the current study is threefold: (a) to present a descriptive picture of classroom anxiety (FLCA), reading anxiety (FLRA), and listening anxiety (FLLA) in foreign language classrooms; (b) to explore the association between FLCA, FLRA, and FLLA; and (c) to test the mediating effect of FLCA on the relationship between FLRA and FLLA. The participants included 341 tertiary-level students studying at the English Preparatory Program of four public universities in the Turkish EFL context. The data were collected at the beginning of the 2022 fall semester through the Foreign Language Classroom Anxiety Scale, Foreign Language Reading Anxiety Scale, and Foreign Language Listening Anxiety Scale. The descriptive findings indicated a moderate level of FLCA, FLRA, and FLLA among the participants. In addition, significant and positive correlations were found between these three types of anxieties, with the strongest correlation between FLRA and FLLA. In the last stage of the analysis, it was found that FLCA partially and significantly mediated the relationship between FLRA and FLLA. Finally, directions for further research on investigating skill-based anxieties are presented.","PeriodicalId":47490,"journal":{"name":"Annual Review of Applied Linguistics","volume":"43 1","pages":"112 - 126"},"PeriodicalIF":3.7,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41917650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}