Abstract

The role of anxiety in second language (L2) learning in the classroom has been a controversial subject in language research. Anxiety has been identified as a major obstacle in language performance. In particular, L2 anxiety has been shown to be a major factor in learners’ negative feelings toward their target language and decreased participation in overall classroom activities. However, some scholars have argued that an optimum level of anxiety might have a positive impact on learning. This study investigated Korean students’ perspectives on L2 anxiety and demotivation in learning Japanese. The gathered data suggest that demotivation resulting from peer pressure is highly correlated with anxiety over speaking in Japanese, and anxiety about face-threatening situations is closely related to demotivation in Japanese learning. Classroom strategies such as peer support and group work with consideration of students’ L2 learning histories may be effective for managing their anxiety and motivation levels, with the role of teachers as mentors and learning facilitators being particularly important.