This study investigates speaking anxiety in oral production in multilingual students of Spanish as a foreign/second language (FL/L2). The study analyses anxiety in relation to learners’ L2 proficiency level (A1-C1), taking into account their level of education (178 secondary school vs. 71 university students) and gender. In addition, by applying the Foreign Language Classroom Anxiety Scale (FLCAS), four components of anxiety were compared: (1) communicative anxiety, (2) anxiety before exams, (3) negative attitudes towards learning and (4) anxiety towards learning processes and situations of the classroom. The results showed the highest level of anxiety above all in students with a low level of proficiency (A1-B1). In line with previous SLA research, it is suggested that multilingualism may result in less anxiety in the process of acquiring another language though gender did not appear to influence the level of anxiety. The comparison of the four components of anxiety suggests that secondary school students show more communicative anxiety and are more anxious about exams. Negative attitudes towards learning and anxiety in classroom learning processes and situations did not, however, show relevant differences according to L2 proficiency level and the level of schooling (secondary school vs. university).
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