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70ForeignLanguageClassroomAnxietyandForeignLanguage000
definitionwassuggestedbyMacIntyre,whobelievesthatforeignlanguageclassroom
anxietyisutheworryandnegativeemotionalreactionarousedwhenlearningor
usingasecondlanguage”(1999,p.27).
DewaeleandMacIntyre(2014)observethatanxietyhasbeenthemoststudiedtopic
withinnegativeemotioninSLAstudies(Dewaele,2007;Horwitz,2001;Lu&Liu,
2011;MacIntyre,1999;MacIntyre&Gardner,1991;Saitoetal.,1999).Infact,FLCA
hasbeenlinkedtoasignificantnumberoflearnervariables,suchasage,authentic
useofFLinthelearningphase,frequencyofFLuse,thedegreeofFLsocializa-
tion,gender,andgeneraleducationlevelofthenumberoflanguagespreviously
learned(Dewaele,2013).AspointedoutbyDewaeleet.al.(2017,p.3),FLCAhas
beenfoundtohaveadebilitatingefectonL2learningandachievement,andsuch
researchfindingshavebeenreplicatedallovertheworldandwithvarioustypesof
learners.HorwitzemphasizesthattheconceptofFLCAismultifaceted(2010:145),
andthatlearnerswhoexperienceituhavethetraitoffeelingstateanxietywhen
participatinginlanguagelearningandloruse”(Horwitz,2017,p.33).Bearingin
mindtheincapacitatingefectofanxiety,onemust,however,admitthatitmay
occasionallybestimulatingorhelpful(Marcos-Llinas&JuanGarau,2009),andas
vanDeurzenproposes,itdoeshavebothuanegativeexpressioninangstoranguish
andapositiveoneinexcitementandanticipation”(vanDeurzen,2012,p.153).
Pedagogicalpracticeshowsthatduetoanxiety,somelearnersmaybemoreaware
of,orcautiousabout,theirL2performance,especiallybyavoidingerrorswhich
theyusuallymakebecauseoftheirratherforgetfulorabsent-mindedattitudetoit.
Nevertheless,asstudentanxietymightcausealotofunwantedbehaviour,teachers
woulddobetterfocusinginsteadonthepositiveemotionsconnectedwithlearning
aforeignlanguage.
Teemergenceofpositivepsychologyasaseparatescientificspecializationhaspro-
videdaframeworkforthestudyofpositiveemotioninforeignlanguagelearning
(Dewaele&MacIntyre,2016).SLAresearchershavearguedforabroaderandmore
holisticviewofthelearningprocess,whichmightbeperceivedasamoveawayfrom
apedagogyofdeficit,orapedagogyoferror,towardsanunderstandingofthefull
rangeofemotionsthatareatplaywhileaforeignlanguageisbeinglearnt.Needless
tosay,suchachangeinviewdoesnotimplyanabandonmentofstudiesoflanguage
anxietybutratheradvocatesabroaderspectrumofSLAstudies.
Positivepsychologyconceptswereintroducedintothefieldofforeignlanguageedu-
cationstudiesbyMacIntyreandGregersen(2012),whopointoutthatpositiveemo-
tionsshouldnotbeunderstoodassynonymouswithpleasantfeelings,aspositive
emotionsreachbeyondtheirtemporarynature.Togiveanexample,positiveemo-
tionsmayenablethelearnertocomprehendlanguageinputanddealwithnegative
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