CLASSROOM INTERACTION, ANXIETY AND MOTIVATION IN SECOND LANGUAGE ACQUISITION: A TRIANGULAR PERSPECTIVE

Abstract

Linguistic input is not the only factor that influences Second Language Acquisition (SLA), but also the emotional and social setting of classroom interaction. The level of anxiety and motivation of learners has a strong impact on the process of participation and output in communication and the relationship between these two variables in different types of interactions is not well researched. This study explores the effects of various classroom interaction types (teacher-fronted, group work and peer discussion) on the motivation and anxiety of learners and determines which approaches to interaction can be used to positively impact motivation but have little or no negative impact on anxiety. A mixed-methods sequential explanatory design has been used in the study. The data collection included quantitative data of 60 learners whereby the Foreign Language Classroom Anxiety Scale (FLCAS) and a motivation questionnaire were used to find out the level of anxiety followed by datasets based on classroom observations and semi-structured interviews to provide qualitative data. The findings showed that group work and peer discussions were found to reduce anxiety greatly and enhance motivation, whereas teacher-centered engagement increased tension. The qualitative results validated the fact that positive affective engagement is brought about by supportive feedback and collaborative activities. Classrooms that are affectingly supportive, highly interactive encourage reduced anxiety and increased motivation as well as greater second language acquisition