Citing Articles: Horwitz 1985 Foreign Language Classroom Anxiety

In addition, L2 use carries a number of intergroup issues, with social and political implications, that are usually irrelevant to L1 use.

(MacIntyre, P. D., Dörnyei, Z., Clément, R., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82(4), 545-562.)

 

 

It distinguishes between two types of motivation, language learning motivation and classroom motivation, indicating how these relate to two distinct contexts, the cultural and the educational through their influence on integrativeness and attitudes toward the learning situation.

There are many advantages for knowing other languages but they are not absolutely necessary, and as a consequence, motivation (as well as ability) can play an important role in learning a second language.

L2 learning is not primarily motivated by a desire to communicate and participate in ones' environment.

• Motivation : 1) language learning motivation and 2) classroom learning motivation.

studying a second language is unlike studying most other subjects in that it involves taking on elements of another culture (i.e., vocabulary, pronunciations, language structure, etc.,)

• L2 learning is different from other subjects

With respect to language learning, therefore, the individual will have various attitudes that might apply to language learning, beliefs about its value: Cultural Context

When considering the educational context, we focus on the expectations of the system, the quality of the program, the interest, enthusiasm, and skills of the teacher, the adequacy of the materials, the curriculum, the class atmosphere, etc. All of these can influence the student's level of motivation in any school subject.: Educational Context

(Gardner, R. C. (2007). Motivation and second language acquisition.)

 

 

Scale: Attitude/Motivation Test Battery (AMTB)
1) Motivation 2) Integrativenes 3) Attitudes toward the learning situation. 4) Language anxiety 5) Other attributes

Social evaluation apprehension emerges from the social nature of language use, because second language communication involves self-presentation in a language with which only limited competency has been attained.

(Gardner, R. C., & MacIntyre, P. D. (1993). A student's contributions to second-language learning. Part II: Affective variables. Language teaching, 26(01), 1-11.)

 

 

This article examines the relationships of a variety of individual difference variables to end- of-training proficiency ratings in speaking and reading for a large sample of adults in intensive training in a wide range of languages at the U.S. Department of State. Variables included tested cognitive aptitude, learning strategies, learning styles, personality, motivation, and anxiety

The highest of these were variables from the Affective Survey, in which anxiety about speaking in class and (self-confident) beliefs about self-correlated mostly in the .40s with both speaking and reading

Anxiety about speaking in class correlated negatively with faculty ratings of anxiety (-.29, p < .05, N=47)

~ and thus support the hypothesis of the deleterious relationship between certain kinds of anxiety and proficiency.

(Ehrman, M. E., & Oxford, R. L. (1995). Cognition plus: Correlates of language learning success. The modern language journal, 79(1), 67-89.)