Relationship of L1 Skills and L2 Aptitude to L2 Anxiety on the Foreign Language Classroom Anxiety Scale

Autor/inn/en	Sparks, Richard L.; Patton, Jon
Titel	Relationship of L1 Skills and L2 Aptitude to L2 Anxiety on the Foreign Language Classroom Anxiety Scale
Quelle	In: Language Learning, 63 (2013) 4, S.870-895 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12025
Schlagwörter	Second Language Learning; Native Language; Elementary School Students; Language Aptitude; Anxiety; Correlation; High School Students; Longitudinal Studies; Language Tests; Regression (Statistics); Language Skills; Spelling; Reading Skills; Measures (Individuals); Individual Differences; Self Efficacy; Transfer of Training; Second Language Instruction; Foreign Language Classroom Anxiety Scale; Modern Language Aptitude Test + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Sprachbegabung; Spracheignung; Angst; Korrelation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Language test; Sprachtest; Regression; Regressionsanalyse; Language skill; Sprachkompetenz; Schreibweise; Reading skill; Lesefertigkeit; Messdaten; Individueller Unterschied; Self-efficacy; Selbstwirksamkeit; Training; Transfer; Ausbildung; Fremdsprachenunterricht
Abstract	The Foreign Language Classroom Anxiety Scale (FLCAS) has been challenged on the grounds that it may also assess language learning skills. In this study, 128 students who had been administered measures of first language (L1) skills in elementary school were followed from 1st to 10th grade. Fifty-three students had completed second language (L2) courses in high school where they were administered the Modern Language Aptitude Test (MLAT), FLCAS, and measures of L1 skills. A full information likelihood procedure (FIML) was used to conduct a path analysis and hierarchical regressions. The results showed that the FLCAS accounted for significant unique variance in L1 skills in elementary school several years before the students' engaged in L2 study as well as significant unique variance on the MLAT and L1 skills measured in high school. Hierarchical regressions found that the FLCAS predicted growth in L1 skills (reading, spelling, language) in elementary school and also from elementary to high school. Findings suggest that the FLCAS is likely to be measuring individual differences in students' language skills and/or self-perceptions about their language learning skills rather than anxiety unique to L2 learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10