Abstract
AbstractThis article takes a comparative look at language teacher anxiety (LTA) vis-à-vis students’ language classroom anxiety (LCA) and contends the benefit of pursuing and expanding LTA research. Specifically, the paper first traces the development of LTA inquiry from its inception in the 1990s until today and highlights how it historically aligned with and, more recently, diverges from LCA research. After establishing LTA as an idiosyncratic variable in instructed language learning and teaching contexts, I grapple with the questions of whether and why LTA merits further research attention and suggest that the pursuit of LTA research is not only beneficial to examine the role of teachers’ emotions in instructed language learning but also for the advancement of three other flourishing domains in the field of second language acquisition (SLA). These include the diversification of theoretical frameworks through which language classroom emotions can be examined, the advancement of research methodologies, and the role of emotions in social justice-centered approaches to language teaching (e.g., pedagogies of discomfort).
Publisher
Cambridge University Press (CUP)
Subject
Linguistics and Language,Language and Linguistics
Reference65 articles.
1. When the learner becomes a teacher: Foreign language anxiety as an occupational hazard;Kim;English Learning,2004
2. Critical Approaches to Emotions of Non-Native English Speaking Teachers
3. Even Teachers Get the Blues: Recognizing and Alleviating Language Teachers' Feelings of Foreign Language Anxiety
4. Sources of foreign language student teacher anxiety: A qualitative inquiry;Merç;Turkish Online Journal of Qualitative Inquiry,2011