Affective Variables in Second Language Acquisition and their Effect on the Spanish Academic Context

Abstract

For many students, learning a Second Language (SL) can either be a rewarding or a threatening experience. Recent studies claim that this is caused by the role that the affective domain plays in the learning process. Since the affective variables are considered the least understood by researchers in Second Language Acquisition (SLA), this paper focuses on them. The main purpose in this research is to study the connection among anxiety, attitude and motivation and their effect on the academic performance of sixty-six Spanish students who are learning English as a SL. Teachers are also observed to know to what extent they alter those students' attitudes, feelings of anxiety and motivation towards their language classes. Since the students who take part in this research share the same teacher, other two teachers are observed in order to analyze whether they have the same effect on their students or not. Results point out that there are clear contrasts between bilingual and non bilingual students and the different performances of the three teachers who were observed. Keywords: Second language acquisition, affect, anxiety, learning ResumenAprender una segunda lengua puede ser una experiencia enriquecedora o amenazante para muchos estudiantes. Estudios recientes demuestran que esto se debe al papel que la afectividad juega en el proceso de aprendizaje. En la adquisición de una segunda lengua las variables afectivas son las menos estudiadas, por eso este estudio se centra en ellas. El

Affective Variables from the Applied Linguistics Perspective: A Study of the Saudi Undergraduate Students Majoring in English Language

“…In addition, the variable of language attitude affects (56.2%) of the English language learning and its acquisition as a foreign or second language, and this also goes in the same direction with some previous studies such as (e.g. Alkaabi, 2016;Moskovsky & Alrabai, 2009;Muñoz& Martí n 2015;Ranjabar & Narafshan, 2016). Furthermore, the variable of language self-confidence affects (57.4% %) of the English language learners' proficiency and acquisition, and this is also consistent with the results of previous research (e.g.…”

“…Moreover, some studies demonstrated the connection among anxiety, attitude and motivation and their effect on the academic performance of the L2 (ESL/EFL) learners (e.g. Muñoz and Martí n 2015). In addition, one study (Ranjabar and Narafshan, 2016) investigated the relationship between teachers' affective factors (motivation, anxiety, attitude, and self-confidence) and students' motivation in EFL classrooms.…”

“…According to the researchers and theorists in Applied linguistics, second language acquisition (SLA) (e.g. Marcos-Llinà s, 2007;Muñoz and Martí n, 2015), the affective variables incorporate motivation, self-confidence, self -esteem, willingness to language acquisition or learning, attitude, autonomy and anxiety. In the current study, the focus is on the affective variables that include motivation, attitude, self-confidence and willingness to communicate and their relation to the English language acquisition of the Saudi students of Languages and Translation Departments majoring in English language.…”

Anxiety in adult foreign language learning: The case of Ghanaian undergraduate students of Spanish

“…The cognitive effects of foreign language anxiety were captured well by Krashen (1980) who noted that anxiety contributes to an affective filter (i.e., a mental block) which prevents learners from achieving a high level of proficiency in a foreign language (see also Brown, 1973;Muñoz & Ortega Martín, 2015). Horwitz, Horwitz and Cope (1986) emphasize that it is important for language teachers and students to identify the symptoms and consequences of foreign language anxiety since "the problem of anxiety and the accompanying erroneous beliefs about language learning … represent serious impediments to the development of second language fluency as well as to performance" (1986, p. 125).…”

The interplay between Chinese EFL teachers’ positive psychological capital and their work engagement

“…Stress can be perceived as detrimental when it comes to both the teaching and learning process and to reduce stress, psychological capital should be raised in teachers. Hence, when stress is felt by teachers while working and when they feel ill-being, it will negatively affect students’ academic and behavioral outcomes [ 2 , 3 ]. Recent attention has centered on positive psychological capital in teachers [ 4 ], and a growing number of these studies suggested that teacher frustration could affect work engagement (WE) and lead to mental health problems [ 5 , 6 , 7 ].…”