A Pilot Study of Communication as a Predictor of Imagined Instructional Interactions for Second Language Students

Abstract

The current study explored the relationship between anticipatory anxiety and imagined interaction usage in second language, or L2 students. L2 students experience increased anxiety in the classroom, as they are not used to communicating in their second language. Increased anxiety can contribute to negative classroom outcomes, including lack of participation and poor performance. Grade discrepancy and teacher immediacy can both contribute to communication apprehension when communicating with L2 instructors. Imagine interactions are a cognitive tool that allows individuals to mentally practice communication encounters before they actually happen as a means to reduce apprehension. Using teacher immediacy and grade discrepancy, the study will aim to explore the relationship between anticipatory state anxiety, regulatory fit, teacher immediacy, as well as the role of regulatory fit in imagined interaction usage in L2 students as they pertain to interpersonal encounters with their L1 instructors.