Communicative anxiety in the second and third language

References

• Basque Government. (2013). Fifth sociolinguistic survey 2011. Vitoria-Gasteiz: Vice ministry for language policy of the Basque Government. Retrieved from http://www.euskara.euskadi.eus/contenidos/informacion/sociolinguistic_research2011/en_2011/adjuntos/FithSociolingusticSurvey.pdf
   Google Scholar
• Basque Government. (2016). Eta hemendik aurrera zer? Vitoria-Gasteiz: Vice ministry for language policy of the Basque Government. Retrieved from http://www.euskara.euskadi.eus/contenidos/noticia/eta_hemendik/eu_def/adjuntos/Eta%20hemendik%20aurrera%20zer_2016-05-03.pdf
   Google Scholar
• Bialystok, E. (2006). The impact of bilingualism on language literacy development. In T. K. Bhatia & W. C. Ritchie (Eds.), The handbook of bilingualism (pp. 577–601). Malden, MA: Blackwell.
   Google Scholar
• Cenoz, J. (2009). Towards multilingual education: Basque educational research from an international perspective (pp. 1 –15). Bristol: Multilingual Matters.
   Google Scholar
• Cenoz, J., & Gorter, D. (2013). Towards a plurilingual approach in English language teaching: softening the boundaries between languages. TESOL Quaterly, 47, 591–599.
   Web of Science ®Google Scholar
• Cenoz, J. & Gorter, D. (2015). Towards a holistic approach in the study of multilingual education. In J. Cenoz & D. Gorter (Eds.), Multilingual education: between language learning and translanguaging (pp. 1–15). Cambridge: Cambridge University Press.
   Google Scholar
• Cresswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research. London: Sage.
   Google Scholar
• Cummins, J., & Persad, R. (2014). Teaching through a multilingual lens: The evolution of EAL policy and practice in Canada. Education Matters: The Journal of Teaching and Learning, 2(1). Retrieved from http://em.journalhosting.ucalgary.ca/
   Google Scholar
• DeVellis, R. F. (1991). Scale development theory and applications. Newbury Park, CA: Sage.
   Google Scholar
• Dewaele, J. M. (2002). Psychological and sociodemographic correlates of communicative anxiety in L2 and L3 production. International Journal of Bilingualism, 6(1), 23–38.
   Google Scholar
• Dewaele, J. M. (2007). The effect of multilingualism sociobiographical and situational factors on communicative anxiety and foreign language anxiety of mature language learners. International Journal of Bilingualism, 11(4), 391–409.
   Web of Science ®Google Scholar
• Dewaele, J. M. (2010). Multilingualism and affordances: Variation in self-perceived communicative competence and communicative anxiety in French L1, L2, L3 and L4. IRAL-International Review of Applied Linguistics in Language Teaching, 48(2–3), 105–129.
   Google Scholar
• Dewaele, J. M., & Ip, T. S. (2013). The link between foreign language classroom anxiety, second language tolerance of ambiguity and self-rated English proficiency among Chinese learners. Studies in Second Language Learning and Teaching, 3(1), 47–66.
   Google Scholar
• Dewaele, J. M., & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 2(2), 237–274.
   Google Scholar
• Dewaele, J. M., Petrides, K. V., & Furnham, A. (2008). Effects of trait emotional intelligence and sociobiographical variables on communicative anxiety and foreign language anxiety among adult multilinguals: A review and empirical investigation. Language Learning, 58(4), 911–960.
   Web of Science ®Google Scholar
• Horwitz, E. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112–126.
   Google Scholar
• Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132.
   Web of Science ®Google Scholar
• Jessner, U. (2006). Linguistic awareness in multilinguals. Edinburgh: Edinburgh University Press.
   Google Scholar
• Kemp, C. (2007). Strategic processing in grammar learning: Do multilinguals use more strategies? International Journal of Multilingualism, 4(4), 241–261.
   Google Scholar
• Le Pichon Vorstman, E., De Swart, H., Ceginskas, V., & Van Den Bergh, H. (2009). Language learning experience in school context and metacognitive awareness of multilingual children. International Journal of Multilingualism, 6(3), 258–280.
   Google Scholar
• Liu, M. (2006). Anxiety in Chinese EFL students at different proficiency levels. System, 34(3), 301–316.
   Google Scholar
• MacIntyre, P. D. (1995). On seeing the forest and the trees: A rejoinder to Sparks and Ganschow. The Modern Language Journal, 79(2), 245–248.
   Web of Science ®Google Scholar
• MacIntyre, P. D., & Gardner, R. C. (1989). Anxiety and second language learning: Toward a theoretical clarification. Language Learning, 39(2), 251–275.
   Web of Science ®Google Scholar
• MacIntyre, P. D., & Gardner, R. C. (1991). Investigating language class anxiety using the focused essay technique. The Modern Language Journal, 75(3), 296–304.
   Web of Science ®Google Scholar
• Marcos-Llinás, M., & Juan Garau, M. (2009). Effects of language anxiety on three proficiency-level courses of Spanish as a foreign language. Foreign Language Annals, 42(1), 94–111.
   Web of Science ®Google Scholar
• Rubio Alcalá, F. D. (2004). La ansiedad en el aprendizaje de idiomas. Huelva: Universidad de Huelva.
   Google Scholar
• Safont Jordá, M. (2006). Pragmatic production of third language learners of English: A focus on request acts modifiers. International Journal of Multilingualism, 2(2), 84–104.
   Google Scholar
• Santos, A., Cenoz, J., & Gorter, D. (2015). Communicative anxiety in English as a third language. International Journal of Bilingual Education and Bilingualism. doi:10.1080/13670050.2015.1105780 (online first)
   Google Scholar
• Sanz, C. (2000). Bilingual education enhances third language acquisition: Evidence from Catalonia. Applied Psycholinguistics, 21(1), 23–44.
   Web of Science ®Google Scholar
• Singleton, D., & Aronin, L. (2007). Multiple language learning in the light of the theory of affordances. Innovation in Language Learning and Teaching, 1(1), 83–96.
   Google Scholar
• Sparks, R. L., & Ganschow, L. (1991). Foreign language learning differences: Affective or native language aptitude differences? The Modern Language Journal, 75(1), 3–16.
   Web of Science ®Google Scholar
• Sparks, R., & Ganschow, L. (1993). Searching for the cognitive locus of foreign language learning problems: Linking first and second language learning. The Modern Language Journal, 77(3), 289–302.
   Web of Science ®Google Scholar
• Sparks, R., & Ganschow, L. (1995). A strong inference approach to causal factors in foreign language learning: A response to MacIntyre. The Modern Language Journal, 79(2), 235–244.
   Web of Science ®Google Scholar
• Sparks, R. L., & Ganschow, L. (2007). Is the foreign language classroom anxiety scale measuring anxiety or language skills? Foreign Language Annals, 40(2), 260–287.
   Web of Science ®Google Scholar
• Thompson, A. S., & Khawaja, A. (2016). Foreign language anxiety in Turkey: The role of multilingualism. Journal of Multilingual and Multicultural Development, 37(2), 115–130.
   Web of Science ®Google Scholar
• Thompson, A. S., & Lee, J. (2013). Anxiety and EFL: Does multilingualism matter? International Journal of Bilingual Education and Bilingualism, 16(6), 730–749.
   Web of Science ®Google Scholar
• Van der Worp, K., Cenoz, J., & Gorter, D. (2016). From bilingualism to multilingualism in the workplace: 4 the case of the Basque Autonomous Community. Language Policy. doi:10.1007/s10993-016-9412-4 (online first)
   Google Scholar