The despair of disparity: the connecttion between foreign language anxiety and the recognition of proficiency differences in L2 skills
This study examines the relationship between foreign language (FL) anxiety and learners' recognition of their proficiency differences across the four skills: reading, writing, speaking, and listening. To this end, 191 French and Spanish FL graduate and undergraduate students were surveyed to assess their FL anxiety attributable to self-perceived L2 skill disparity, and their personal assessment of the importance of each skill. Results suggest that a FL leamer's awareness of skills disparity, coupled with a high value placed on the lacking skills, elicited heightened FL anxiety when leamers engaged in activities using the deficient skill(s). These flndings suggest a need to consider integrated approaches to language instruction that foster mutually supportive growth of the four skills simultaneously.