Abstract:

Among a variety of affective factors in the field of SLA research, language anxiety has often been regarded as a negative counterpart of language learning motivation and self-confidence (Horwitz et al., 1986; MacIntyre & Gardner, 1989; Young, 1991). Though much research has been conducted for understanding the potentially harmful and adversary impact of anxiety on language learners, the positive side of the phenomenon seems neglected or rather yet to be fully described, especially in terms of how learners manage to live with their own emotional turmoil while maintaining their motivational drive. Based on qualitative analysis of in-depth interviews with 7 Japanese learners of English in the U.S., this paper argues that experiences of emotional turmoil that L2 learners encounter along the way of learning a second language and culture can be viewed more positively as their own struggles in the processes of learning more about themselves as personal and cultural beings at the same time. While referring to the self-reflective accounts of the participants, this study explores and illustrates how they have come to manage or even live with their own emotional difficulties in many instances of cross-cultural learning experiences. As the case findings show, although the ways in which the participants would manage their own inner conflicts were found to be different from one participant to another, the very processes of their struggles are certainly considered a reflection of their learning as second language learners, and also a clear attestation to their willingness to grow personally in terms of who they are and who they want to become as unique individuals. The niche of inner conflicts or dilemmas, thus, might not be given to them but rather created for themselves, as they go along a journey of understanding the connection between language, culture, and self, so that they can acknowledge language learning anxiety as a prelude for change or an opportunity to make themselves grow personally. Based on such renewed understandings, some implications for second language learning and teaching are also provided accordingly.

Keywords:

Learner Development, Psychology of Learning, Second Language Acquisition, Qualitative Research, Interview-Based Research.