Psychological and sociodemographic correlates of communicative anxiety in L2 and L3 production

By Jean–Marc Dewaele. 2002

197 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/d39eeb9e096dd18f77af11514a5bb9ba36158156

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Citations in the corpus

The relationship between second language competence and willingness to communicate: the moderating effect of foreign language anxiety (2020, background): “However, subsequent research found strong correlations between FLA and general anxiety (Horwitz, 1986), and between FLA and a number of personality dimensions such as neuroticism, psychoticism, and extraversion (Dewaele, 2002, 2013).”
Language With Character: A Stratified Corpus Comparison of Individual Differences in E-Mail Communication (2006, background): “ Dewaele, 2002b ). The lesson from this is that, as well”
The two faces of Janus? Anxiety and enjoyment in the foreign language classroom (2014, background): “Studies have consistently shown that FLA negatively affects learning and communication, and those effects are both complex and multidimensional (Dewaele, 2002; Gregersen & MacIntyre, 2014; Horwitz, 2010).”
Anxiety, language use and linguistic competence in an immigrant context: a vicious circle? (2019, background): “In addition, communicating in an SL (rather than in an FL) involves participating in the nonnative culture, which may cause further unease (Dewaele 2002), especially when there is normative pressure from the majority to adapt (see Clément, Baker, and MacIntyre 2003).”
The effect of multilingualism, sociobiographical, and situational factors on communicative anxiety and foreign language anxiety of mature language learners (2007, background): “The effect of age on CA was unexpected as it contradicts the finding reported in Dewaele et al. (2008) that older participants reported significantly lower levels of CA / FLA.”
Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions (2020, unknown): “Studies in Second Language Learning and Teaching, 8, 149-170. http://doi.org/10.14746/ ssllt.2018.8.1.7 Dewaele J.-M. (2002).”
L2 grit: Passion and perseverance for second-language learning (2020, background): “Neuroticism is another example of a trait with inconsistent findings in SLA personality research (e.g. Dewaele, 2002, 2007; Robinson, Gabriel, & Katchan, 1994; Verhoeven & Vermeer, 2002).”
Investigating the Psychological and Emotional Dimensions in Instructed Language Learning: Obstacles and Possibilities (2005, background): “The latter three psychological variables did however predict the level of foreign language anxiety in English L3, while the effect of social class was absent (cf. Dewaele, 2002a).”
Sociodemographic, Psychological and Politicocultural Correlates in Flemish Students' Attitudes towards French and English (2005, background): “The same pattern emerged between the personality dimensions communicative anxiety in French without reaching statistical significance: extraversion: (r /-0.10, p /ns; psychoticism (r /-0.11, p /ns); neuroticism (r /0.17, p /ns) (Dewaele, 2002: 31).”
Predicting Language Learners' Grades in the L1, L2, L3 and L4: The Effect of Some Psychological and Sociocognitive Variables (2007, background): “Interestingly, the effects were strongest for English, the language for which participants reported lower levels of FLA than French (i.e. confirming the finding of Dewaele, 2002a).”
Control-value appraisals, achievement emotions, and foreign language performance: A latent interaction analysis (2020, unknown): “While some studies have reported null relations between students’ language anxiety and academic performance (e.g., Dewaele, 2002), the majority of this work suggests language anxiety is negatively related to learners’ FL performance (Cheng, Horwitz, & Schallert, 1999; Dewaele, Petrides, & Furnham,…”