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Language anxiety and proficiency in a foreign language
R L Sparks1, L Ganschow, M Artzer
1Department of Education, College of Mount St. Joseph, Cincinnati, Ohio 45233-1670, USA.
Perceptual and Motor Skills
|November 5, 1997
Summary
Foreign language learning anxiety significantly impacts student proficiency. High-anxious students demonstrated lower oral and written skills compared to low-anxious peers, confirming anxiety
Area of Science:
- Psycholinguistics
- Educational Psychology
Background:
- Foreign language anxiety is a recognized factor affecting academic performance.
- Previous research indicates a potential link between anxiety levels and language acquisition.
- Understanding these differences is crucial for developing targeted educational interventions.
Purpose of the Study:
- To investigate the relationship between anxiety levels and foreign language proficiency.
- To compare oral and written language skills across different anxiety groups (low, average, high).
- To determine if anxiety is a significant predictor of language learning outcomes.
Main Methods:
- Participants: 60 female students in their second year of a foreign language course.
- Setting: A single-sex, college-preparatory high school.
- Procedure: Assessment of oral and written proficiency in relation to self-reported anxiety levels.
Main Results:
- Significant differences in foreign language proficiency were observed among the low-, average-, and high-anxious groups.
- Students with higher anxiety levels generally exhibited lower proficiency scores.
- The findings support the hypothesis that anxiety influences language learning performance.
Conclusions:
- Foreign language anxiety is a key factor contributing to variations in student proficiency.
- Educational strategies should address anxiety to improve language learning outcomes.
- Further research can explore specific anxiety-reduction techniques for language learners.