Annual Review of Applied Linguistics

Volume 43,March 2023

Annual Review of Applied Linguistics（SSCI一区，2022 IF：3.7，排名：15/194）2023年第43卷共发文13篇，其中介绍部分1篇，论文部分10篇，勘误部分2篇。研究论文涉及语言艺术、双语教育、元语言意识、跨语言化、原住民语言教学等。研究论文涉及多语研究、二语习得研究、二语教学研究、社会语言学研究等方面。主题包括社会阶层与二语教学、多语交际对话、词汇习得模式、二语写作教学、twitter反馈等。欢迎转发扩散！

往期推荐：

刊讯｜SSCI 期刊《应用语言学年鉴》2022年42卷

目录

Introduction

■ Applied linguistics in the age of anxiety, by Derek Reagan, Erin Fell and Alison Mackey, Pages 1–6.

Research Article

■ A Three-Body Problem: The effects of foreign language anxiety, enjoyment, and boredom on academic achievement, by Jean-Marc Dewaele, Elouise Botes, Rachid Meftah, Pages 7–22.

■ How epistemic anxiety and curiosity link perceived value and intended efforts in the language classroom, by Nicola Fraschini, Yu Tao, Pages 23–40.

■ Like student like teacher? Taking a closer look at language teacher anxiety, by Julia Goetze, Pages 41–55.

■ Feedback matters: Thwarting the negative impact of language anxiety, by Tammy Gregersen, Pages 56–63.

■ Modeling EFL learners’ willingness to communicate: The roles of face-to-face and digital L2 communication anxiety, by Ju Seong Lee, Ming Ming Chiu, Pages 64–87.

■ The inner workings of anxiety in second language learning, by Peter D. MacIntyre, Molly F. McGillivray, Pages 88–104.

■ Language anxiety and learner silence in the classroom from a cognitive-behavioral perspective, by Kate Maher, Jim King, Pages 105–111.

■ The relationship between reading and listening anxieties in EFL classrooms: Exploring the mediating effect of foreign language classroom anxiety, by Gökhan Öztürk, Pages 112–126.

■ Second language anxiety: Construct, effects, and sources, by Mostafa Papi, Hassan Khajavy, Pages 127–139.

■ A primer on measurement invariance in L2 anxiety research, by Ekaterina Sudina, Pages 140–146.

Front Cover (OFC, IFC) and matter

■ APL volume 43 Cover and Front matter,Pages  f1-f2.

Back Cover (IBC, OBC) and matter

■ APL volume 43 Cover and Back matter,  Pages b1-b4.

摘要

 A Three-Body Problem: The effects of foreign language anxiety, enjoyment, and boredom on academic achievement

Jean-Marc Dewaele, Birkbeck, University of London, London, UK

Elouise Botes, University of Vienna, Austria

Rachid Meftah, Birkbeck, University of London

Abstract This study is part of a growing wave of interest in foreign language (FL) learners’ emotions, their sources, and their effects. Previous studies have confirmed that there is a clear relationship between the emotions of foreign language enjoyment (FLE), foreign language classroom anxiety (FLCA), foreign language boredom (FLB), and foreign language performance. However, the relative importance of each emotion as a predictor of FL performance has yet to be examined, and as different teaching and learning strategies can elicit different emotions, it is difficult to determine whether FL teachers and learners should prioritize a specific emotion in course design and study. We, therefore, utilized structural equation modeling and latent dominance analysis on a sample of 502 Moroccan EFL learners in order to examine the relative importance of each emotion in predicting FL performance. We argue that it is crucial to use sophisticated statistical analyses and to collect samples from outside Western, educated, industrialized, rich, and democratic (WEIRD) countries. The latent dominance analysis revealed that FLCA had the strongest (negative) effect on English test scores. FLB had a significant—but slightly weaker—negative effect and FLE had a significant—but weaker still—positive effect. As such, it is vital that FL teachers and learners not underestimate the impact of anxiety on language learning.

Key words foreign language enjoyment; foreign language classroom anxiety; foreign language boredom; foreign language academic achievement; latent dominance analysis

How epistemic anxiety and curiosity link perceived value and intended efforts in the language classroom

Nicola Fraschini, The University of Melbourne, Australia

Yu Tao, The University of Western Australia, Australia

Abstract Language learner anxiety—and emotions in general—has constantly attracted academic attention in the second language acquisition (SLA) field for almost 40 years (Plonsky et al., 2022). However, within the context of the foreign language classroom, epistemic emotions remain understudied, despite their demonstrated effects on performance (D'Mello et al., 2014) and learners’ cognitive processes (Muis et al., 2018a). Epistemic emotions are academic emotions that “relate to knowledge-generating qualities of cognitive tasks and activities” (Pekrun et al., 2017, p. 1268). Their object focus lies in the generation of knowledge (Vogl et al., 2019a) and therefore are prominent during learning activities in academic settings. Recent research in SLA shows that epistemic emotions play a considerable role in instructed language learning (Fraschini, 2023; Nakamura et al., 2022). This current study analyses how two common epistemic emotions—epistemic anxiety and curiosity—mediate the link between a learner's perceived value and intended effort. Empirical data was collected using a tailor-designed survey administered to learners of Korean as a foreign language enrolled in a hybrid university course. Results show that epistemic anxiety and curiosity are independent of each other and coexist during language learning tasks. Furthermore, both epistemic emotions significantly correlate to a learner's perceived value of language learning, with opposite effects. While learners with a higher perceived value tend to be more curious, they also appear less anxious. These results are further discussed considering teachers’ and learners’ characteristics and in relation to theoretical and pedagogical implications for the language classroom.

Key words anxiety; epistemic emotions; curiosity; perceived value; intended effort

Like student like teacher? Taking a closer look at language teacher anxiety

Julia Goetze, University of Wisconsin-Madison, U.S.

Abstract This article takes a comparative look at language teacher anxiety (LTA) vis-à-vis students’ language classroom anxiety (LCA) and contends the benefit of pursuing and expanding LTA research. Specifically, the paper first traces the development of LTA inquiry from its inception in the 1990s until today and highlights how it historically aligned with and, more recently, diverges from LCA research. After establishing LTA as an idiosyncratic variable in instructed language learning and teaching contexts, I grapple with the questions of whether and why LTA merits further research attention and suggest that the pursuit of LTA research is not only beneficial to examine the role of teachers’ emotions in instructed language learning but also for the advancement of three other flourishing domains in the field of second language acquisition (SLA). These include the diversification of theoretical frameworks through which language classroom emotions can be examined, the advancement of research methodologies, and the role of emotions in social justice-centered approaches to language teaching (e.g., pedagogies of discomfort).

Key words anxiety; language teacher anxiety; language classroom anxiety; individual differences

Feedback matters: Thwarting the negative impact of language anxiety

Tammy Gregersen,American University of Sharjah, United Arab Emirates

Abstract Elaine Horwitz et al. (1986), in their seminal article that helped jumpstart our current interest in language anxiety, characterized this affective malady as composed of three elements: fear of negative evaluation, communication apprehension, and test anxiety. Notably, all three of these components are linked in different ways to learners’ perceptions about others’ assessment of their linguistic competence. Over the years since Horwitz et al.’s influential publication, research has only reinforced the idea that feedback provided to language learners has a powerful impact on their emotional well-being and levels of linguistic confidence. This article explores research on the various ways that learners can be supported via assessment practices and feedback techniques that not only counter the debilitating effects of language anxiety but also may even work preventatively to increase learner well-being. Among these is Appreciative Inquiry, a feedback technique that focuses on what learners are doing effectively, as well as other nondeficit, strengths-based approaches that concentrate on assets rather than fixing what is broken.

Key words language anxiety; second language anxiety; positive psychology; appreciative inquiry; signature strengths

Modeling EFL learners’ willingness to communicate: The roles of face-to-face and digital L2 communication anxiety

Ju Seong Lee,The Education University of Hong Kong, Hong Kong

Ming Ming Chiu, The Education University of Hong Kong, Hong Kong

Abstract This study proposes and tests a comprehensive model (with demographics, informal digital learning of English, ideal/ought-to L2 self, L2 enjoyment, and self-perceived communication competence) of face-to-face and digital communication anxiety’s relationship to willingness to communicate in a second language (L2 WTC) within in-class, out-ofclass, and digital contexts. A structural equation model of survey responses from 1,269 Koreans learning English as a foreign language (746 secondary and 523 university students) showed that in all three settings, students with lower anxiety showed greater L2 WTC. Within in-class and out-of-class contexts, students with higher self-perceived English ability had lower face-to-face anxiety, which in turn yielded higher L2 WTC. In digital settings, students with a higher ideal L2 self (i.e., a more positive evaluation of their ability to attain the ideal L2 self) showed less overall anxiety (comprising face-toface and digital anxieties), which yielded greater L2 WTC. These results suggest that future studies can test whether interventions to lower anxiety can increase L2 WTC across communication venues.

Key words Face-to-face L2 communication anxiety; digital L2 communication anxiety; willingness to communicate in a second language

The inner workings of anxiety in second language learning

Peter D. MacIntyre, Cape Breton University, Nova Scotia, Canada

Molly F. McGillivray, Cape Breton University, Nova Scotia, Canada

Abstract The paper examines anxiety as an important emotion for language learning and communication, using the intraindividual, dynamic emotional experience as a grounding for understanding the antecedents and consequences of anxiety arousal. The bulk of the existing literature, as reflected in three recent meta-analyses, treats language anxiety as a stable individual difference (ID) factor, documenting its correlations with test performance, course grades, and other indices of language proficiency. This literature contributes to understanding the impact of language anxiety on various linguistic processes. However, the typical ID approach has difficulty documenting the inner workings of language anxiety, and especially its dynamic relationships with other emotions, language processing, and the ebb and flow of anxiety in social situations. To address the limitations of the typical ID approach, this paper will argue that starting from an intrapersonal and dynamic perspective allows more detailed consideration of the myriad ways anxiety interacts with language, situating it among other influential processes that unfold in real time, including the complex interactions among positive and negative emotions. The paper will draw on the work emerging from the perspective of complex dynamic systems, with a focus on the value of individual-level methods for generating new types of research questions. The idiodynamic approach to research will be used to document the complexity of language anxiety in practice. The paper concludes with a call for more individual-level, highly contextualized research to document the inner workings of anxiety within individuals.

Key words intraindividual variability; idiodynamic; complex dynamic systems theory

Language anxiety and learner silence in the classroom from a cognitive-behavioral perspective

Kate Maher,Imperial College, London, U.K.

Jim King,  University of Leicester, U.K.

Abstract Language anxiety plays a key role in language learners’ silent behaviors in class (King, 2013). Given its public nature and emphasis on interaction within it, the classroom context plays a significant role in the production of language anxiety. Anxious people are more likely to negatively appraise situations, affecting their behavior. That is, it is not just the subject content that causes anxiety, it is also the cognitive processes that occur from being in the classroom environment (Clark & Wells, 1995; Horwitz et al., 2010). King (2014) found that anxious language learners’ thoughts often contain feared predictions about the social costs of speaking in the classroom and worries about how peers might negatively evaluate performance. These fears about external factors contribute to learners becoming inhibited and using silence to avoid the discomfort of speaking. Also, while anxious learners tend to have content-specific concerns, for example, making mistakes, self-focused thoughts are often intensified by contextual factors, such as interacting with peers (Gregersen & Horwitz, 2002). This article looks at the relationship between language anxiety and silent behavior from a cognitive-behavioral perspective, emphasizing how the dynamic interplay between an individual learner and the classroom context can result in even the most motivated and proficient learners missing opportunities to develop their language skills through target-language interaction.

Key words classroom context; cognitive-behavioral theory; learner silence; speaking anxiety

The relationship between reading and listening anxieties in EFL classrooms: Exploring the mediating effect of foreign language classroom anxiety

Gökhan Öztürk, Anadolu University, Turkey

Abstract The purpose of the current study is threefold: (a) to present a descriptive picture of classroom anxiety (FLCA), reading anxiety (FLRA), and listening anxiety (FLLA) in foreign language classrooms; (b) to explore the association between FLCA, FLRA, and FLLA; and (c) to test the mediating effect of FLCA on the relationship between FLRA and FLLA. The participants included 341 tertiary-level students studying at the English Preparatory Program of four public universities in the Turkish EFL context. The data were collected at the beginning of the 2022 fall semester through the Foreign Language Classroom Anxiety Scale, Foreign Language Reading Anxiety Scale, and Foreign Language Listening Anxiety Scale. The descriptive findings indicated a moderate level of FLCA, FLRA, and FLLA among the participants. In addition, significant and positive correlations were found between these three types of anxieties, with the strongest correlation between FLRA and FLLA. In the last stage of the analysis, it was found that FLCA partially and significantly mediated the relationship between FLRA and FLLA. Finally, directions for further research on investigating skill-based anxieties are presented.

Key words anxiety; foreign language classroom anxiety; reading; listening

Second language anxiety: Construct, effects, and sources

Mostafa Papi, Florida State University, U.S.

Hassan Khajavy , University of Bojnord, Iran

Abstract Second language (L2) anxiety is the most studied affective factor in the field of second language acquisition. Numerous studies have been conducted on this emotion from different perspectives over the last few decades. These studies can be classified into three groups. The first group has tried to conceptualize and operationalize L2 anxiety and identify the different components or dimensions of the construct (e.g., Cheng, 2004; Horwitz et al., 1986). The second group has explored the impact of L2 anxiety on various motivational, behavioral, learning, and performance aspects of L2 learning (e.g., Gkonou et al., 2017). Finally, the third group has investigated different sources of L2 anxiety (Papi & Khajavy, 2021). In this manuscript, we will draw on studies from the three strands to present an overview of the state of research on this construct and conclude by discussing major issues with the conceptualization, measurement, and design of studies on L2 anxiety.

Key words second language (L2) anxiety; L2 anxiety construct; L2 anxiety measurement; L2 anxiety effects; L2 anxiety sources

A primer on measurement invariance in L2 anxiety research

Ekaterina Sudina,  East Carolina University, U.S.

Abstract Measurement invariance (MI) is essential to bolstering validity arguments behind psychometric instruments (Zumbo, 2007). Nonetheless, very few second language (L2) anxiety scales, including the most widely used L2 anxiety questionnaire—the Foreign Language Classroom Anxiety Scale (FLCAS; Horwitz et al., 1986)—have been tested for MI. The present paper seeks to address this deficiency in the literature (a) by demonstrating why this procedure is key to enhancing our understanding of the latent phenomenon in question, particularly in relation to different language learning contexts, (b) by outlining the main stages of MI testing with specific recommendations for L2 scale developers and users, (c) by providing commendable examples of the application of MI in applied linguistics research in order to illustrate the potential of this technique, and (d) by making a case for employing MI in future validation studies, thereby promoting methodologically sound research practices in the context of anxiety scales and elsewhere in applied linguistics.

Key words measurement invariance; measurement equivalence; L2 anxiety

期刊简介

The Annual Review of Applied Linguistics publishes research on key topics in the broad field of applied linguistics. Each issue is thematic, providing a variety of perspectives on the topic through research summaries, critical overviews, position papers and empirical studies. Being responsive to the field, some issues are tied to the theme of that year's annual conference of the American Association for Applied Linguistics. Also, at regular intervals an issue will take the approach of covering applied linguistics as a field more broadly, including coverage of critical or controversial topics. ARAL provides cutting-edge and timely articles on a wide number of areas, including language learning and pedagogy, second language acquisition, sociolinguistics, language policy and planning, language assessment, and research design and methodology, to name just a few.

《应用语言学年鉴》发表了对应用语言学广泛领域关键主题的研究。每个问题都是专题性的，通过研究摘要、批判性概述、立场文件和实证研究，提供关于该主题的各种观点。为了响应该领域，一些问题与美国应用语言学协会当年年会的主题有关。此外，每隔一段时间，一个问题将采取更广泛地涵盖应用语言学作为一个领域的方法，包括涵盖关键或有争议的话题。ARAL在众多领域提供前沿和及时的文章，包括语言学习和教学法，第二语言习得，社会语言学，语言政策和规划，语言评估以及研究设计和方法论，仅举几例。

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