Testing of a model intended to help students focus on positive aspects of second-language learning to reduce language anxiety found that the use of a focused essay, forcing students to concentrate on their reactions to events, helped to alter students' self-perceptions of their language learning ability. (63 references) (CB)

Used variables from social-psychological model proposing that language-learning strategy use depends on knowledge of appropriate strategies, having reason to use them, and having nothing to prevent their use, to predict frequency of use for 50 language-learning strategies. Results showed the model accounted for 60% of variance of strategy use and…

Factor analysis of 23 scales assessing language and other forms of anxiety identified three separate factors of social evaluation, state, and language anxiety and found some correlations between scores based on those factors and measures of memory and vocabulary production in both native and second language. (46 references) (Author/CB)

Evaluates differences between immersion and non-immersion university-level students' willingness to communicate, communication apprehension, perceived competence, and frequency of communicating . Also examines elements of integrative motivation. Differences between immersion and non-immersion groups are observed in the communication-related…

This cross-sectional investigation focused on second language (L2) communication among students in a junior high French late immersion program. Effects of language, sex, and grade on willingness to communicate, anxiety, and perceived communication competence, on frequency of communication in French, and on attitudes and motivation variables were…

Advocates that language anxiety can play a significant causal role in creating individual differences in both language learning and communication. This paper studies the role of anxiety in the language learning process and concludes that the linguistic coding deficit hypothesis errs in assigning epiphenomenal status to language anxiety. (57…

Reports a cross-sectional study of second language communication among students in a junior high French late immersion program. Effects of language, sex, and grade on willingness to communicate (WTC), anxiety, perceived communication competence, and frequency of communication in French and on attitude/motivation variables are examined globally and…