High School Spanish Students and Foreign Language Reading Anxiety: Déjà Vu All over Again All over Again

Autor/inn/en	Sparks, Richard L.; Luebbers, Julie; Castaneda, Martha; Patton, Jon
Titel	High School Spanish Students and Foreign Language Reading Anxiety: Déjà Vu All over Again All over Again
Quelle	In: Modern Language Journal, 102 (2018) 3, S.533-556 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/modl.12504
Schlagwörter	High School Students; Spanish; Anxiety; Second Language Learning; Second Language Instruction; Language Aptitude; Student Attitudes; Reading Skills; Native Language; Measures (Individuals); Instructional Program Divisions; Correlation; Achievement Tests; Language Skills + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Spanisch; Angst; Zweitsprachenerwerb; Fremdsprachenunterricht; Sprachbegabung; Spracheignung; Schülerverhalten; Reading skill; Lesefertigkeit; Messdaten; Korrelation; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Language skill; Sprachkompetenz
Abstract	A unique anxiety for foreign language (L2) learning has been hypothesized to explain students' problems with language learning. However, L2 anxiety instruments have been challenged on the grounds that they reflect students' language learning ability and/or perceptions of their language learning skills. In this study, 266 U.S. high school students were administered measures of first language (L1) skills, L2 aptitude, and L2 achievement and followed through 2-3 years of Spanish courses. In 1st-year Spanish, they were administered the Foreign Language Reading Anxiety Scale (FLRAS), divided into 3 anxiety groups, and compared on the L1 and L2 measures. Findings showed that the Low Anxiety group scored significantly higher than the High Anxiety group on all L1 and L2 measures, and significantly higher than the Average Anxiety group on most L1 and L2 measures at the end of 1st- and 2nd-year Spanish. Students who completed 3rd-year Spanish displayed either low or average anxiety on the FLRAS. Results revealed negative correlations between the FLRAS and all L1 and L2 measures. Correlations between the FLRAS and the L2 achievement measures increased over time. Findings show that the FLRAS is unlikely to be measuring anxiety for language learning but more likely to be a proxy for students' levels of L1 skill, L2 aptitude, and L2 achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01