Reconceptualized Theoretical Framework of Foreign Language Anxiety (FLA)

Foreign Language Anxiety (FLA) is a critical affective factor that directly influences students’ achievement across all levels of education. This conceptual review re-examines and analyses five major psychological theories that explain the development and impact of FLA on language acquisition: Horwitz et al.’s (1986) Foreign Language Anxiety Theory, Krashen’s (1982) Affective Filter Hypothesis, Eysenck and Calvo’s (1992) Processing Efficiency Theory, Lazarus’s (1984) Transactional Appraisal Theory, and Bandura’s (1977) Self-Efficacy Theory. Despite their different perspectives, these theories share a common emphasis on the emotional dimension of language learning, asserting that negative emotions such as anxiety and stress hinder performance and learning outcomes. Krashen highlights emotion as a “filter” that blocks language input, while Horwitz et al. describe anxiety as a classroom-specific affective response. Eysenck and Calvo associate anxiety with reduced working memory capacity, whereas Lazarus focuses on the learner’s cognitive appraisal and coping mechanisms. Bandura, on the other hand, underscores the importance of self-efficacy in motivating learners and regulating emotional responses. The theories differ in their focus—Horwitz and Krashen emphasize situational and emotional factors, Eysenck and Lazarus stress cognitive processes, and Bandura concentrates on motivational and self-belief systems. Collectively, they represent the affective, cognitive, and motivational dimensions of FLA, offering a comprehensive understanding of how anxiety interacts with learning mechanisms. This study proposes an integrated conceptual framework that synthesizes these theoretical dimensions to better explain and manage FLA. The novelty of this research lies in reconceptualizing FLA through both classical and contemporary lenses, while providing holistic pedagogical insights for modern language education. The synthesis aims to guide future research and teaching practices toward reducing learner anxiety and enhancing language achievement in diverse educational settings.

foreign language anxiety, affective dimension, language learning theories, conceptual framework

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