This study investigates the effects of anxiety on second language acquisition within the context of a university Spanish classroom. There are two types of anxiety investigated: the anxiety specifically related to the foreign language classroom and the general anxiety experienced before performing an evaluative task. The study also identifies other factors possibly related to anxiety in relation to acquisition, such as the linguistic competence of the second language, the level of the class and the gender of the participant. The participants were taking four university-level Spanish classes. They completed the Foreign Language Classroom Anxiety Scale survey and anxiety-rating forms before participating in evaluative tasks in the classroom, such as quizzes, exams or compositions. The results indicate that students do experience significant amounts of anxiety in the classroom, but the effect of the anxiety on acquisition is limited depending on the type of anxiety. The anxiety related to the classroom, which represents learners’ fears in general about the context, was moderately correlated to success on tasks in the first two introductory levels, but this effect decreased in the second two year levels. The anxiety before performing an evaluative task had no effect on performance. In addition, the amount of anxiety experienced by the participants diminished over the courses, suggesting that students at more advanced levels of acquisition are more comfortable in the foreign language classroom.
In reference to gender, there was a significant difference in the amount of anxiety experienced, with the females feeling more anxious than the males. However, the performances on the evaluative tasks were fairly equal. This suggests that female students, although more anxious than male students, have sufficient enough coping mechanisms in order to not allow the anxiety to affect their acquisition and success. The results of this study will help to clarify some contradicting findings within the field of Second Language Acquisition, and also provides some information on which to base new teaching methodologies in order to help alleviate anxiety of students in foreign language classrooms.