“I command thee thou shalt speak”: Understanding and counteracting foreign language anxiety in the classroom
DOI:
https://doi.org/10.6092/issn.1970-2221/12350Keywords:
L2 anxiety, FLCA, Language learning, positive emotions, psychology of language learningAbstract
Finché non vengono raggiunti livelli elevati di competenza, gli apprendenti di una lingua non hanno il pieno controllo di ciò che dicono nella lingua target (TL), di come lo dicono e di quale immagine di sé stessi trasmettono. Per questo motivo, l'apprendimento e l'utilizzo di una lingua seconda/straniera (L2) può rappresentare una minaccia per l'immagine di sé. Questo fenomeno rende necessaria una riflessione sulle strategie che possono essere messe in atto per facilitare la partecipazione degli studenti e per ridurre al minimo l'ansia linguistica (FLA) nella classe L2. Dopo aver fornito una panoramica della ricerca su FLA e sul suo impatto sull'apprendimento della L2, consideriamo i vantaggi di un approccio che fa riflettere gli studenti sui fattori affettivi che influiscono sul processo di apprendimento della L2 mentre migliorano le loro competenze linguistiche. Mostriamo poi come questo possa essere realizzato nella pratica didattica presentando due possibili attività che possono essere implementate in classe.
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