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)

Four issues concerning aspects of the validity of the Attitude/Motivation Test Battery are examined: (1) whether the subtests assess the attributes claimed; (2) the relationship of the subtests to higher order constructs; (3) whether the strategy for measuring affective variables influences correlations with achievement measures; and (4)…

Examines perceived competence in a second language (L2) as a function of actual competence and language anxiety. Anglophone college students with varied competency in French completed scales of language anxiety and a modified version of the "can-do" test, which assessed their self-perceptions of competence on 26 French tasks. Findings indicate…

In a study of language anxiety, a video camera was introduced at various points in a vocabulary learning task. Observations of first-year university students of French revealed significant increases in anxiety when the camera was introduced, along with concomitant deficits in vocabulary acquisition. Implications for remedial action are discussed.…

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…