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Foreign language anxiety, also known as xenoglossophobia, is the feeling of unease, worry, nervousness and apprehension experienced in learning or using a second or foreign language. The feelings may stem from any second language context whether it is associated with the productive skills of speaking and writing or the receptive skills of ...
In addition, Krashen (1982)’s Affective Filter Hypothesis holds that the acquisition of a second language is halted if the learner has a high degree of anxiety when receiving input. According to this concept, a part of the mind filters out L2 input and prevents intake by the learner, if the learner feels that the process of SLA is threatening.
There are two definitions that help explain individual difference variables. The first is predictive. Language aptitude is related to a set of cognitive abilities. These cognitive abilities allow one to predict how well an individual can learn a foreign language. These abilities change under limited time and circumstances.
Skill-based theories of second-language acquisition are theories of second-language acquisition based on models of skill acquisition in cognitive psychology.These theories conceive of second-language acquisition as being learned in the same way as any other skill, such as learning to drive a car or play the piano.
An exploration into foreign language writing anxiety from Taiwanese university students’ perspectives. 2009 NCUE Fourth Annual Conference on Language Teaching, Literature, Linguistics, Translation, and Interpretation.
So only learners have foreign language anxiety? These people make efforts to get to know the culture and language. What about people who are really scared of exposure to foreign languages like seeing a different script? --2.245.118.64 21:52, 11 July 2014 (UTC)
In psycholinguistics, the interaction hypothesis is a theory of second-language acquisition which states that the development of language proficiency is promoted by face-to-face interaction and communication. [1]
The noticing hypothesis is a theory within second-language acquisition that a learner cannot continue advancing their language abilities or grasp linguistic features unless they consciously notice the input.