Few researchers have studied language anxiety as it is experienced by prospective non-native language teachers. SLL research has traditionally indicated that foreign language anxiety is an impediment to target language learning and performance. In this study, anxious and non-anxious student teachers were interviewed after listening to themselves interact in an audio-taped interview in the target language. Thus, evidence was gathered indicating anxious and non-anxious student teachers differ in their reactions to their target language performance despite performing at similar levels of accuracy. Furthermore, the comments of the anxious student teachers also indicate teacher foreign language anxiety could potentially adversely affect teachers’ use of the target language, instructional choices, and emotional well-being.
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