The present study investigates Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) in the classroom. Participants were 1746 current FL learners from around the world. We used a measure of FLE, based on Likert scale ratings of 21 items (Dewaele & MacIntyre, 2014), and a measure of FLCA based on 8 items extracted from…

This article responds to Sparks and Ganschow's (1995) defense of their Linguistic Coding Differences Hypothesis (LCDH), arguing that the LCDH ignores the context in which language learning occurs. It asserts that LCDH is so focused on the learning of the sound system of language that it ignores affective variables. (22 references) (MDM)

Advocates that language anxiety can play a significant causal role in creating individual differences in both language learning and communication. This paper studies the role of anxiety in the language learning process and concludes that the linguistic coding deficit hypothesis errs in assigning epiphenomenal status to language anxiety. (57…