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Language anxiety and integrative motivation in panish as a foreign language in Portuguese university students: an exploratory study
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Orientador(es)
Resumo(s)
The aim of this study was to examine to what extent language anxiety and integrative motivation predict language achievement in Spanish as a second language in a sample of 249 Portuguese university students, using multiple and hierarchical linear regression models. Results showed negative relationships between language anxiety and course grade, and positive relationships between integrative motivation and course grade. Fear of negative evaluation was the only significant predictor on course grade. Activities that increase positive attitude towards Spanish and anxiety-free class climate facilitate the acquisition and learning of Spanish as a second language.
Descrição
Palavras-chave
Language anxiety Integrative motivation Academic achievement Spanish as a second language
Contexto Educativo
Citação
Editora
Universidad de Navarra