Bibliographic

TL;DR: The role of anxiety in learning an L2/LS has a significant impact on learning outcomes. It is often underestimated by theorists and teachers. The article proposes approaches and methods to reduce anxiety and lists practical techniques to mitigate its effects.

Abstract: : Il ruolo dell’ansia nell’apprendimento di una L2/LS è una pr oblematica spesso sottovalutata non tanto dai teorici di linguistic aeducativa e diglottodidattica, quanto dagli insegnanti di una L2/LS. Con questo articolo si cerca di sottolineare e di dimostrare che questa importante variabile psicologica influisce sui risultati di un apprendente di una determinata L2/LS in diverse situazioni, quali il contesto classe, le interazioni con amici, colleghi e insegnanti. Dopo un'esposizione e un'analisi della esigual etteratura di riferimento, si propongono degli approcci e di metodi glottodidattici che mirano alla diminuzione di tale insidioso problema. In questo contributo, inoltre, viene sottolineato il ruolo fondamentale che in qualsiasi contesto classe ha la correzione degli errori, spinosa questione molto dibattuta sia dalla glottodidattica che dalla linguistica educativa. Infine, viene trattato il problema dell'ansia in un qualsiasi contesto valutativo. Si cerca, poi, di elencare delle possibili tecniche pratiche in grado di ridurre, se non di azzerare, l'apprensione die discenti all’interno del contesto classe e a contatto con la L2/LS che stanno apprendendo. Monnier. Foreign Abstract: The role of the anxiety in learning an L2 / LS is often an underestimated problem not so much by educational linguistics and language teaching theorists, as by L2/LS teachers. This article aims to underline and demonstrate that this psychological variable can influence the results of an L2/ LS learner in different situations, such as the class context, the interactions with friends, colleagues and teachers. After an exposure and an analysis of the limited bibliographic references, this article tries to propose some language teaching approaches and methods that aim to reduce this insidious problem. Another purpose of this article is also to underline the fundamental role that Abstract: The role of the anxiety in learning an L2 / LS is often an underestimated problem not so much by educational linguistics and language teaching theorists, as by L2/LS teachers. This article aims to underline and demonstrate that this psychological variable can influence the results of an L2/ LS learner in different situations, such as the class context, the interactions with friends, colleagues and teachers. After an exposure and an analysis of the limited bibliographic references, this article tries to propose some language teaching approaches and methods that aim to reduce this insidious problem. Another purpose of this article is also to underline the fundamental role that the correction of errors has in any class context, a thorny issue much debated both by language teaching and by educational linguistics. Finally, the article treats the problem of the anxiety in an evaluation context. At the final part of the article, a list of possible practical techniques capable of reducing, if not Applied Abstract: The role of the anxiety in learning an L2 / LS is often an underestimated problem not so much by educational linguistics and language teaching theorists, as by L2/LS teachers. This article aims to underline and demonstrate that this psychological variable can influence the results of an L2/ LS learner in different situations, such as the class context, the interactions with friends, colleagues and teachers. After an exposure and an analysis of the limited bibliographic references, this article tries to propose some language teaching approaches and methods that aim to reduce this insidious problem. Another purpose of this article is also to underline the fundamental role that the correction of errors has in any class context, a thorny issue much debated both by language teaching and by educational linguistics. Finally, the article treats the problem of the anxiety in an evaluation context. At the final part of the article, a list of possible practical techniques capable of reducing, if not eliminating, the apprehension of learners within their class context and in contact with the L2/LS they are learning.