The role of anxiety in Spanish language learning: analysis of the experience of a teacher in initial training

Abstract

 In this article, our main objective is to investigate the role of linguistic anxiety as an intervening factor in the learning of Spanish by a teacher in initial training. The specific objectives are to analyze some situations that caused anxiety in the future teacher, in the classroom, during the language study, and to evaluate some tasks developed by the student and that contributed to attenuate the influence of linguistic anxiety during the language learning process. In this study, of a qualitative nature, we analyzed some reports of experiences lived by an undergraduate student, with the intention of evaluating the role of anxiety as a factor that interferes in the learning of Spanish in the academic space. This is an analytical description of the future teacher's biographical experiences in a given context. As a result, we can assess that different actors present in the classroom (teacher and classmates) influenced the student ˗ both positively and negatively ˗ with regard to linguistic anxiety.