In this paper, the research question “How does the fear of making mistakes contribute to FLCA?” serves to highlight Scholz’ (2012) vision of interconnectedness in language learning experience. Both Horwitz et al.’s (1986) views on FLCA and contemporary perspectives on the fluidity of language learners’ identities will be considered. As the individual perception of evaluation and the act of committing mistakes shape one’s language learning experience, shedding light on this issue will contribute to a broader body of research to assist students in overcoming their struggles.
The discussed anxiety presents a multi-faceted phenomenon intricately intertwined with with three overarching categories: “1) communication apprehension; 2) test anxiety; and 3) fear of negative evaluation” (Horwitz et al., 1986). A noteworthy critique of Horwitz et al.’s (1986) understanding comes from Scholz (2012). He argues that even though prior researchers had described FLCA as a complex construct of individual beliefs, they still tended to equate FLCA with general performance anxiety. To Scholz (2012), this issue meant failing to capture the profound complexity of individual learner experiences. As he proposes a dynamic understanding of language learners’ identities, language views, and anxious feelings, he emphasizes the interrelation of the three elements, stating that “FLA remains a complex term to conceptualize, but if it is re-evaluated, perhaps research can begin to better understand its effect and reinvigorate this exciting discussion in SLA discourse” (Scholz, 2012).
- Citation du texte
- Niklas Richter (Auteur), 2025, The Intricate Relationship Between the Fear of Making Mistakes and Foreign Language Classroom Anxiety, Munich, GRIN Verlag, https://www.grin.com/document/1667818
