Motivation and Anxiety in Second Language Acquisition: A Review of Research and Teacher Practice Guidance
DOI:
https://doi.org/10.54097/8shfkz50Keywords:
Second Language Motivation, Second Language Anxiety, Emotional Interaction, Teacher Practice, Second Language AcquisitionAbstract
Motivation and anxiety are the two most critical emotional variables that affect second language acquisition. For a long time, researchers have mostly examined the two as independent factors, with relatively insufficient attention paid to their interaction mechanisms and classroom practice transformation. This study systematically reviews the cutting-edge research on second language motivation and anxiety in the past five years and discusses it from three levels, including theoretical evolution, empirical findings and dynamic interaction. Existing research has shown that the second language motivational self system faces a deep examination of theoretical assumptions at the empirical level, while anxiety research is undergoing a paradigm shift from a single construct to a skill specific perspective. In terms of interaction mechanism, recent studies have shown that the two are not a one-way logic of motivation to alleviate anxiety, but rather exhibit a dynamic nonlinear relationship that varies with time, task and individual. Anxiety can both inhibit motivation and potentially transform into driving force under specific conditions. Therefore, this study extracts a classroom practice guidance framework from four dimensions, including diagnostic recognition, situational construction, cognitive reshaping and strategy empowerment. Finally, this study proposes five major issues that future research should focus on, in order to provide reference for second language teaching practice and subsequent research.
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