Embracing Affective Ambivalence: A Research Agenda for Understanding the Interdependent Processes of Language Anxiety and Motivation

Abstract

The notion of ambivalence refers to the experience of having ‘two minds’ about a particular issue or situation. In this chapter, we will argue that the SLA field should consider the notion that the language learner frequently is of two minds, one that urges moving forward and the other disposed to hold back. These tendencies can be identified in various social, motivational, affective and physiological processes and for that reason, ambivalence appears to be inherent in the language learning process. Starting with a sketch of the literature on language anxiety and language learning motivation, we will argue that, fundamentally, the tendencies to approach and avoid the new language occur simultaneously and somewhat independently as part of a process of self-regulation. Examining these tendencies simultaneously poses a significant challenge to methodology.