Citation

Dewaele JM, Petrides KV, Furnham A. Lang. Learn. 2008; 58(4): 911-960.

Copyright

(Copyright © 2008, John Wiley and Sons)

DOI

10.1111/j.1467-9922.2008.00482.x

PMID

unavailable

Abstract

This study considered the effects of trait emotional intelligence (trait EI; Petrides & Mavroveli, 2007) and sociobiographical variables (age, gender, education level, number of languages known, age of onset of acquisition, context of acquisition, frequency of use, socialization, network of interlocutors, self-perceived proficiency) on communicative anxiety (CA) in the first language and on foreign language anxiety (FLA) in the second, third, and fourth languages of 464 multilingual individuals, in five different situations (speaking with friends, colleagues, strangers, on the phone, and in public). Data were collected via Web-based questionnaires. Participants were divided into three groups based on their trait EI scores (low, average, high). Nonparametric statistical analyses revealed a consistent pattern of results across languages and situations. Higher levels of trait EI corresponded to significantly lower CA/FLA scores. Participants who started learning the second and third languages at a younger age also suffered less from FLA. Purely classroom-based language instruction was found to be linked to higher levels of FLA compared to instruction that also involved extracurricular use of the language. The knowledge of more languages, a higher frequency of use, a stronger socialization in a language, a larger network of interlocutors, and a higher level of self-perceived proficiency in a language were also linked to lower levels of CA/FLA.