L2 Anxiety and the Foreign Language Reading Anxiety Scale: Listening to the Evidence

Autor/inn/en	Sparks, Richard L.; Patton, Jon; Luebbers, Julie
Titel	L2 Anxiety and the Foreign Language Reading Anxiety Scale: Listening to the Evidence
Quelle	In: Foreign Language Annals, 51 (2018) 4, S.738-762 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12361
Schlagwörter	Anxiety; Second Language Learning; Second Language Instruction; Reading Comprehension; High School Students; Native Language; Phonology; Language Aptitude; Spanish; Communication (Thought Transfer); Measures (Individuals); Likert Scales; Short Term Memory; Reading Skills; Individual Differences; Self Concept; Teaching Methods; Metacognition + Suchen Sie Ihr Suchwort? Angst; Zweitsprachenerwerb; Fremdsprachenunterricht; Leseverstehen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Fonologie; Sprachbegabung; Spracheignung; Spanisch; Communication; thought; Kommunikation; Gedanke; Messdaten; Likert-Skala; Kurzzeitgedächtnis; Reading skill; Lesefertigkeit; Individueller Unterschied; Selbstkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition
Abstract	Second language (L2) educators have proposed a unique anxiety for general L2 learning and an anxiety specific to L2 reading. Since the early 1990s, the L2 anxiety concept has been challenged on theoretical and empirical grounds. In this investigation, U.S. high school L2 learners were administered the Foreign Language Reading Anxiety Scale (FLRAS) and measures of first language (L1) skills, L1 phonological memory and working memory, L1 print exposure, L1 reading attitudes, L1 metacognitive ability, L2 aptitude, and L2 achievement, then were followed through 2 to 3 years of Spanish. Results showed that the FLRAS explained significant unique variance in most L1 skills and L2 aptitude. Hierarchical regressions showed that the FLRAS explained growth in L2 achievement from first- to second- to third-year Spanish. Findings suggest that the FLRAS is likely to measure individual differences in or self-perceptions of students' language learning skills rather than a specific anxiety for L2 learning. Implications for the teaching of L2s to U.S. students are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01