Anxiety, Lexicon, and Morphosyntax in Instructed L2 Spanish

Autor/inn/en	Kirk, Sadler; Grinstead, John; Nibert, Holly J.
Titel	Anxiety, Lexicon, and Morphosyntax in Instructed L2 Spanish
Quelle	In: Foreign Language Annals, 55 (2022) 1, S.309-323 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12576
Schlagwörter	Anxiety; Syntax; Morphology (Languages); Second Language Learning; Second Language Instruction; Correlation; Anxiety Disorders; Spanish; Prediction; Vocabulary Development; College Students + Suchen Sie Ihr Suchwort? Angst; Morphology; Morphologie; Zweitsprachenerwerb; Fremdsprachenunterricht; Korrelation; Spanisch; Vorhersage; Wortschatzarbeit; Collegestudent
Abstract	Although generalized anxiety has increased among college students, it is unclear what effect this has on language anxiety. While language anxiety has been shown to negatively affect second language achievement, its impact at the level of specific linguistic subdomains has not been evaluated. In what follows, we explore what relationship, if any, exists between Generalized Anxiety Disorder and Foreign Language Anxiety and whether either construct is predictive of L2 Spanish lexical or morphosyntactic development. Results reveal that while foreign language anxiety and generalized anxiety are related, only foreign language anxiety is significantly and negatively predictive of both morphosyntactic and lexical development in the context of instructed L2 Spanish, while general anxiety was only marginally predictive of morphosyntax, but not lexicon. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01