Effects of Trait Emotional Intelligence and Sociobiographical Variables on Communicative Anxiety and Foreign Language Anxiety Among Adult Multilinguals: A Review and Empirical Investigation
concerning this article should be addressed to Jean-Marc Dewaele, Department of Applied Linguistics, Birkbeck, University of London, 43 Gordon Square, London WC1H 0PD, UK. Internet: [email protected]
The present study benefited from a Small Research Grant from the British Academy (SG-42593) awarded to the first author. A previous version of this article was presented at the Annual Conference of the American Association of Applied Linguistics in Costa Mesa in April 2007. Many thanks to the editor of Language Learning, Robert DeKeyser, and to the anonymous reviewers for their excellent comments on previous versions of this article.
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.
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