Foreign language anxiety research and the Brazilian scenario
DOI:
https://doi.org/10.23925/2318-7115.2020v41i5a5Palavras-chave:
Anxiety, Foreign, Language, Brazilian, StudiesResumo
Over the past thirty years, the concept of foreign language anxiety (FLA) has received attention from Applied Linguistics researchers and theorists due to its relevance in the domain of foreign language teaching, learning and use. FLA has been considered the affective variable which most negatively influences foreign language learning. It is best described as a sort of situation specific anxiety, inextricably related to the learner’s feeling of apprehension and tension when using or learning the foreign language. Nevertheless, most studies focus either on FLA theory or quantitative data, which shows the necessity of more qualitative and interventional research. This article aimed to contribute to the FLA theoretical background from a transdisciplinary stance and share quantitative and qualitative intervention studies conducted in Brazil in the past twenty years.
Metrics
Referências
AIDA, Y. 1994. Horwitz and Cope’s construct of foreign language anxiety: The case study of students of Japanese. Modern Language Journal. 78, p.155-168. 1994
ALLWRIGHT, D e BAILEY, K.M. 1991. Focus on the language classroom: an introduction to classroom research for language teachers. Cambridge: Cambridge University Press.
_______________ e HANKS, J. 2009. The developing language learner; an introduction to Exploratory Practice. Hampshire: Palgrave Macmillan.
ARAGÃO, R.C. 2017. Emoções e ações de professores ao falar inglês no WhatsApp. Revista Brasileira de Linguística Aplicada, v.17, n.1. http://www.redalyc.org/articulo.oa?id=339850114004
BAILEY, K.M. 1983. Competiveness and anxiety in adult second language learning: looking at and through the diary studies. In H.W. Seliger and M.H. Long (Eds). Classroom Oriented Research in Second Languages. P.67-103. Rowley, MA: Newbury House.
BARCELOS, A.M.F. 2000. Understanding teachers’and students’ language learning beliefs in experience: A Deweyan approach. The University of Alabama
BARCELOS, A.M.F. e SANTOS, J.C. 2018. “Não sei de onde veio essa timidez, talvez um medo de parecer ridículo”: Um estudo sobre a timidez e a produção oral de alunos de inglês. Horizontes de Linguística Aplicada, ano 17, n. 2, p. 15- 38
BARLOW, D.H. 1988. Anxiety and its disorders: the nature and treatment of anxiety and panic. New York: Guilford Press
___________ 1996. The effectiveness of psychotherapy: science and policy. Clinical Psychology: Science and Practice, vol. 3 issue 3. https://doi.org/10.1111/j.1468-2850.1996.tb00075.x
BERNAUS, M., MOORE, E; CORDEIRO, A. 2007. Affective factors influencing plurilingual. students’ acquisition of Catalan in a Catalan-Spanish bilingual context. The Modern Language Journal, 91, p. 235-246.
BESSER, A; GORDON, L; FLETT, P. PAUL, L. HEWITT, J.G. 2008. Perfectionism, and cognitions, affect, self-esteem, and physiological reactions in a performance situation. Cognitive Behavior Theory, 26, p. 206-228.
BISHOP, S.J. 2007. Neurocognitive mechanisms of anxiety: an integrative account. Trends in Cognitive Science. Vol. XXX, n. X. p.1-10.
BROPHY, J. 1999. Working with perfectionist students. (Report No. 4). Urbana, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. (ERIC document Reproduction Service No. ED 400124)
BROWN, G. 1971. Human Teaching for Human Learning. An Introduction to Confluent Education. New York: The Viking Press.
CASTRO E SILVA, M.L. 2007. A questão da afetividade no processo de ensino/aprendizagem de LE (inglês): o que leva ao sucesso ou frustração do aprendiz. Dissertação de Mestrado. Universidade de Brasília (UNB), Brasília, Brasil
CONROY, S.A., WILLOW, J. P., METZLER, J. N. 2002. Multidimensional fear of failure measurement: The performance failure appraisal inventory. Journal of Applied Sport Psychology, 14, 76-90.
CRAMER, D.e FONG, J. 1991. Effect of rational beliefs on intensity and “inappropriateness” of feelings: A test of Rational-Emotive Theory. Cognitive Therapy and Research, v.15 n.4, p.319-329.
ELLIS, A. 1962. Reason and emotion in psychology. New York: Lyle Stuart.
_________. 2003. Early theories and practices of rational emotive behavior therapy and how they have been argumented and revised during the last three decades. Journal of Rational-Emotive & Cognitive-Behavior Therapy, Vol. 21, N. 3/4, Winter.
DUTRA, R.L. 2019. Anxiety and foreign language learning: dealing with negative emotions in the classroom. Trabalho de Conclusão de Curso. Universidade Federal do Rio Grande do Sul. Porto Alegre, Brasil.
ENDLER, N.S. 1997. Stress, anxiety and coping. The multidimensional interaction model. Canadian Psychology, v.38, p.136-153.
EHRMAN, M.E. 1996. Understanding Second Language Learning Difficulties. Sage, Thousand Oaks, CA.
EYESENCK, M.W. 1979. Anxiety, learning and memory: A reconceptualization. Journal of Research in Personality. v.13, p. 363-385.
FERREIRA, J.G. 2015. A orientação linguística individual no desempenho acadêmico: uma busca por estratégias de amenização da “ansiedade de produção oral na língua estrangeira” no ensino de alemão. Anais do 1º Congresso da Associação Brasileira de Estudos Germânicos (ABEG), p.249-257. USP, São Paulo
FREUD, S. 1936. The problem of Anxiety. New York: Norton.
FROST., R. O., MARTEN, P., LAHART, C. e ROSENBLATE, R. 1990. The dimensions of perfectionism. Cognitive Therapy and Research, 14, 449–468.
GARDNER, R.C. 1985. Social Psychology and Second Language Learning. Edward Arnold, London.
______________. 1987. The socio-educational model of second language learning: Assumptions, findings and issues. Language Learning, v.2, p.1-28.
GOULD, D., UDRY, E., TUFFEY, S. & LOEHR, J. 1997. Burnout in competitive junior tennis players: I. A quantitative psychological assessment. The Sport Psychologist 10, 322-340.
GRAY, J.A. 1982. The neuropsychology of anxiety. New York: OUP.
GREGERSEN, T. S. 2003. To err is human: a reminder to teachers of language anxious students. Foreign Language Annals, 36(1), 25-32.
GREGERSEN, T. e HORWITZ, E.K. 2002. Language learning and perfectionism: Anxious and non-anxious language learners’ reactions to their own oral performance. Modern Language Journals, n.86, v.4, p.562-570.
GUIORA, A. Z. 1983. The dialectic of language acquisition. Language Learning, 33, 3-12.
HALL, D. 1995. Materials production: theory and practice. In A.C. Hidalgo; D. Hall; G.M. Jacobs (eds). Getting started: materials writers on materials writing. Singapura: SEAMO Regional language Center.
HANKS, J. 2015. Language teachers making sense of Exploratory Practice. ELT Journal, 19 (5) p.612-633. https://doi.org/10.1177/1362168814567805
HEWITT, P. L e FLETT, G. L. 1991. Perfectionism in the self and social contexts: Conceptualization, assessment, and association with psychopathology. Journal of Personality and Social Psychology, 60, 456–470.
_________________________ 2002. Perfectionism and stress in psychopathology. In G. L. FLETT & P. L. HEWITT (Eds.), Perfectionism: Theory, research, and treatment (pp. 255– 284). Washington, DC: American Psychological Association in psychiatric samples. Psychological Assessment, 3, 464-468.
HORWITZ, E.K. e HORWITZ, M.C.; COPE, J. 1986. Foreign language classroom anxiety. Modern language learning, n.70, p.125-132.
HORWITZ, M. B., HORWITZ, E. K., e COPE, J. 1991. Foreign language classroom anxiety. In E. K. Horwitz & D. J. Young (Eds.), Language anxiety: From theory and research to classroom implications (pp. 27–39). Englewood Cliffs, NJ: Prentice Hall.
______________. 2001. Language anxiety and achievement. Annual Review of Applied Linguistics, n.21, p.112-126.
HURD, S. 2007. Anxiety and non-anxiety in a distance language learning environment: the distance factor as a modifying influence. System, n. 35, p. 487-508.
JUNIOR, A.H.T. 2011. Um estudo Q sobre a ansiedade na aprendizagem de língua inglesa. Dissertação de Mestrado. Universidade Federal de Uberlândia. Uberlândia, Brasil
KERN, R.G. 1985. Students’ and teachers’ beliefs about language learning. Foreign Language Annals, n.28, v.1, p.71-92.
KLEINMANN, H.H. 1977. Avoidance behavior in adult second language acquisition. Language Learning: n.27, p.93-107.
KOCK, A.S. e TERRELL, T.D. 1991. Affective reactions of foreign language students to natural approach activities and teaching techniques. In E.K. Horwitz & D.J. Young (Orgs.), Language anxiety: From theory and research to classroom implications p. 109-126.
KONDO D.S e YING-LING, Y. 2004. Strategies for coping with language anxiety: the case of students of English in Japan. ELT Journal Volume 58/3. Oxford University Press. Koul, R., ROY, L., KAEWKUEKOOL, S. e PLOISAWASCHAI, S. 2009. Mutiple Goal Orientation and Foreign Language Anxiety, System 37, 676-688.
KRASHEN, S.D. 1981. Second language learning and second language acquisition. Oxford: Pergamon.
______________. 1982. Principles and practice in second language acquisition. Oxford: UK: Pergamon Press.
_____________. 1985. The input hypothesis: issues and implications. London, Longman.
LAGO, N.A e SCHNEIDER, P.F.B. 2012. Sentimentos e emoções envolvidos na aprendizagem da escrita em língua estrangeira. Anais da 9a semana de Licenciatura. Jataí, GO, Brasil
LEDOUX, J. 2002. Synaptic self: how our brains become who we are. Penguin Books.
LESSIN, D.S. e PARDO, N.T. 2016. The impact of perfectionism on anxiety and depression. Journal of Psychology and Cognition, v.2, issue 1. DOI: 10.35841/psychology-cognition.2.1.78-82
LIGHTBOWN. P e SPADA, N. 1999. How languages are learned. New York: Oxford University Press. Second edition
LIN, M.C.; ENDLER, N.S. 2001. State and trait anxiety: a cross-cultural comparison of Chinese and Caucasian students in a Canadian sample.
MACINTYRE, P. D. 1999. “Language Anxiety: A Review of Literature for Language Teachers”. In D. J. Young (Ed.), Affect in Foreign Language and Second Language Learning (pp. 24 – 43). New York: Mc Graw Hill Companies.
MACINTYRE, P.D. e GARDNER, R.C. 1991. Methods and results in the study of foreign language anxiety: a review of the literature. Language Learning, v.41, p.1,283-305.
_________________________________. 1994. The subtle effects of language anxiety on cognitive processing in the second language. Language Learning. n.44, v.2, p.283- 305.
MADSEN, H.S.; BROWN, B. L. J e JONES, R. L. 1991. Evaluating student attitudes to second-language tests. In E.K. Horwitz; D. Young (Orgs.) language anxiety: from theory and research to classroom implications, p. 65-86. Englewoods Cliffs, N.J: Prentice Hall.
MARK, B. 2011. An exploration of speaking in class anxiety with Chinese ESL learners. System, v. 39, n.2 p.202-214.
MARTIN, J.R. 2004. Mourning: how we get aligned. Discourse and Society, vol. 15(2-3), p. 321-344. London: Sage Publications.
____________ E WHITE, P.P.R. 2005. Appraisal: the language of evaluation. New York: Palgrave Macmillan.
MASTRELLA, M.R.A. 2002. A relação entre crenças dos aprendizes e ansiedade em sala de aula de língua inglesa: um estudo de caso. Dissertação (Mestrado em Letras e linguística) Faculdade de Letras, UFG, Brasil
MATSUDA, S e GOBEL, P. 2005. Anxiety and predictors of performance in the foreign language classroom. System, 32, 21-36.
MILLS, N; PAJARES, F; HERRON, C. 2006. A Reevaluation of the Role of Anxiety: Self Efficacy, Anxiety, and Their Relation to Reading and Listening Proficiency. Foreign Language Annals, vol. 39, n. 2, p. 276-295.
MILLER, I.K. e CUNHA, M.I.A. 2017. Exploratory Practice in continuing professional development: critical and ethical issues. In Dikilitas, K. (ed) Facilitating in-service teacher training for professional development (pp. 61-85), Pennsylvania: IGI Global. 10.4018/978-1-5225-1747-4.ch004
MOITA LOPES, L. P. D. 1996. “Eles não aprendem português quanto mais inglês”. A ideologia da falta de aptidão para aprender línguas estrangeiras em alunos da escola pública. In Moita Lopes, L.P. Oficina de lingüística Aplicada. Campinas. Mercado de Letras.
ONWUEGBUZIE, A, BAILEY, P. e DALEY, C. 2000 The validation of the three scales measuring anxiety at different stages of the foreign language learning process: The input anxiety scale, the processing anxiety scale, and the output anxiety scale. Language Learning, n.50, v.1, p.87-117.
OXFORD, R.L. 1990. Language learning strategies: What every teacher should know. Boston: Heinle & Heinle.
PARK, G. P. (2014). Factor analysis of the foreign language classroom anxiety scale in Korean learners of English as a foreign language. Psychological Reports: Relationships and Communications, 115(1), 261–275 https://doi.org/10.2466/ 28.11.PR0.115c10z2
Patch, A. R. (1984) Reflections on perfectionism. American Psychologist, 39, 386–390.
Price, M.L. (1991) The subjective experience of foreign language anxiety: Interviews with highly anxious students. In E.K. Horwitz & D.G. Young (Orgs.), language anxiety: From theory and research to classroom implications, p.101- 108. Englewood Cliffs, NJ: Prentice Hall.
Rodriguez, M; Abreu, O. (2003). The stability of foreign language classroom anxiety across English and French. Modern Language Journal, 87, 365-374.
ROGERS, C. 1985. Tornar-se pessoa. São Paulo: Martins Fontes.
RUBIN, J. 1975. What the “Good language Learner” can teach us. TESOL Quarterly, n.9, p. 41-51.
SALEHI, M. e MAREFAT, F. 2014 The effects of foreign language anxiety and test anxiety on foreign language test performance. Theory and Practice in Language Studies, vol. 4, n. 5, pp. 931-940. Doi:10.4304/tpls.4.5.931-940
SCHOLL, A. P.e FINGER, I. 2013 Elaboração de um questionário de histórico da linguagem para pesquisas com bilíngues.
SCOVEL, T. 1978. The effect of affect on foreign language learning: a review of the anxiety research. Language Learning, 28, p. 129-142.
SHEEN, Y. 2008. Recasts, language anxiety, modified output, and L2 learning. Language Learning, v. 58, issue 4. https://doi.org/10.1111/j.1467-9922.2008.00480.x
SILVEIRA, F.V.R. 2008. A relação entre crenças e a ansiedade de língua estrangeira: um estudo de caso. Dissertação de Mestrado. Universidade Federal Fluminense. Niterói, Brasil.
_____________ 2011. A ansiedade no aprendizado de línguas estrangeiras: uma análise sob a luz da Teoria da Valoração. Pesquisas em Discurso Pedagógico 10.17771/PUCRio.PDPe.18836
______________ 2012. Ressignificando a ansiedade na aprendizagem de línguas estrangeiras através das crenças: um estudo exploratório. Tese de Doutorado. Pontifícia Universidade Católica do Rio de Janeiro. Rio de Janeiro, Brasil.
SPARKS, R. J., e GANSCHOW, L. 1995. Anxiety about foreign language learning among high school women. The Modern Language Journal, 80, 199–212. 292
SPARKS, R. J., GANSCHOW, L., e JAVORSKY, J. 2000. D´ej`a vu all over again. A response to Saito, Horwitz, and Garza. The Modern Language Journal, 84, 251–255.
SPARKS, R. L., e GANSCHOW, L. 2007. Is the foreign language classroom anxiety scale measuring anxiety or language skills? Foreign Language Annals, 40(2), 260–287 https://doi.org/10.1111/j.1944-9720.2007.tb03201.x
SPIELBERGER, C.D. 1966. Anxiety and behavior. New York.
__________________. 1972. Anxiety-current trends in theory and research. New York: Academic Press.
STEINBERG, F. S. e HORWITZ, E.K. 1986. The effect of induced anxiety on the denotative and interpretive content of second language speech. TESOL Quarterly, 20, p. 131- 136.
TOYAMA, M. e YAMAZAKI, Y. 2018 Exploring the components of the foreign language anxiety scale in the context of Japanese undergraduates. Asian-Pacific Journal of Second and Foreign Language Education, v.3, n.4. https://doi.org/10.1186/s40862-018-0045-3
TOBIAS, S. 1979. Anxiety research in educational psychology. Journal of Educational Psychology, n.71, p. 573-582.
__________. 1986. Anxiety and cognitive processing of instruction. In R. Schwarzer (Org.), self-related cognition in anxiety and motivation. Hillsdale, NJ: Erlbaum.
WELP, A. K. S. A. 2006. Consciência linguística como atenuante da ansiedade no aprendizado de língua estrangeira. Tese (Doutorado) – Pontifícia Universidade Católica do Rio Grande do Sul
WHITE, P. 2004. Valoração: a linguagem da avaliação e da perspectiva. Linguagem em (Dis)curso, v.4, n.esp. 178-205. Tubarão. Brasil
WOODROW, L. 2006. J. Anxiety and speaking English as a second language: English language.
YAN, X. e HORWITZ, E.K. 2008. Learners’ Perceptions of How Anxiety Interacts with Personal and Instructional Factors to Influence Their Achievement in English: A Qualitative Analysis of EFL Learners in China. Language learning, v. 58, n. 1, p. 155-183.
YASHIMA, T., ZENUK-NISHIDE, L., E SHIMIZU, K. 2004. Influence of attitudes and affect on L2 communication: A study of Japanese high school students. Language Learning, 54, 119-152
YOUNG, D.J. 1991. Creating a low-anxiety classroom environment: What does the language anxiety research suggest? Modern Language Journal, v.75, n.4, p. 426-437.
____________. 1999. Affect in foreign language and second language learning: a practical guide to creating a low-anxiety classroom atmosphere. Boston, MA: McGraw-Hill.
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Os autores concedem à revista todos os direitos autorais referentes aos trabalhos publicados. Os conceitos emitidos em artigos assinados são de absoluta e exclusiva responsabilidade de seus autores.
Esta obra está licenciada com uma Licença 
