Effects of Trait Emotional Intelligence and Sociobiographical Variables on Communicative Anxiety and Foreign Language Anxiety among Adult Multilinguals: A Review and Empirical Investigation

Autor/inn/en	Dewaele, Jean-Marc; Petrides, K. V.; Furnham, Adrian
Titel	Effects of Trait Emotional Intelligence and Sociobiographical Variables on Communicative Anxiety and Foreign Language Anxiety among Adult Multilinguals: A Review and Empirical Investigation
Quelle	In: Language Learning, 58 (2008) 4, S.911-960 (50 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/j.1467-9922.2008.00482.x
Schlagwörter	Emotional Intelligence; Socialization; Second Languages; Multilingualism; Language Proficiency; Anxiety; Internet; Computer Assisted Testing; Self Efficacy; Correlation; Educational Environment; Second Language Learning; Second Language Instruction; Language Research; Statistical Analysis; Individual Differences; Background + Suchen Sie Ihr Suchwort? Emotionale Intelligenz; Socialisation; Sozialisation; Second language; Zweitsprache; Mehrsprachigkeit; Multilingualismus; Language skill; Language skills; Sprachkompetenz; Angst; Self-efficacy; Selbstwirksamkeit; Korrelation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Zweitsprachenerwerb; Fremdsprachenunterricht; Sprachforschung; Statistische Analyse; Individueller Unterschied; Hintergrundinformation
Abstract	This study considered the effects of trait emotional intelligence (trait EI; Petrides & Mavroveli, 2007) and sociobiographical variables (age, gender, education level, number of languages known, age of onset of acquisition, context of acquisition, frequency of use, socialization, network of interlocutors, self-perceived proficiency) on communicative anxiety (CA) in the first language and on foreign language anxiety (FLA) in the second, third, and fourth languages of 464 multilingual individuals, in five different situations (speaking with friends, colleagues, strangers, on the phone, and in public). Data were collected via Web-based questionnaires. Participants were divided into three groups based on their trait EI scores (low, average, high). Nonparametric statistical analyses revealed a consistent pattern of results across languages and situations. Higher levels of trait EI corresponded to significantly lower CA/FLA scores. Participants who started learning the second and third languages at a younger age also suffered less from FLA. Purely classroom-based language instruction was found to be linked to higher levels of FLA compared to instruction that also involved extracurricular use of the language. The knowledge of more languages, a higher frequency of use, a stronger socialization in a language, a larger network of interlocutors, and a higher level of self-perceived proficiency in a language were also linked to lower levels of CA/FLA. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10