Foreign language anxiety in the Irish third-level context and the potential of performative pedagogy for learners' of French

Who among us has never been lost in translation at one point or another when learning a language? Given its complex nature, the study of second language (L2) acquisition has become a largely interdisciplinary enterprise and has received considerable critical attention from many different research disciplines including psychology, linguistics, education, and sociology. Research trends across the disciplines have been predominantly centred on the cognitive, linguistic and social dimensions of the language acquisition process. There is, however, an additional affective dimension within the language learning process which, until very recently, has attracted considerably less critical scholarly attention. While engaging with these interrelated dimensions, this study seeks to call attention to and interrogate more closely the impact of emotion on the language learner and, more specifically, on the ever-evolving and complex process of language acquisition. Within this broader focus on the affective dimension of language learning, the investigation specifically concentrates upon foreign language anxiety (FLA), a psychological construct which represents a significant emotional barrier to successful language acquisition. Both theoretical and experimental, this investigation employs a single pre-post intervention case study as a primary methodological tool in order to address two central research aims. Firstly, this study seeks to uncover to what extent final year students of French, in the Irish third-level context, experience FLA, and to explore the principal factors that trigger this reaction in the language learning process. Secondly, it aspires to investigate the potentiality of performative pedagogy, enacted through a theatre praxis, in reducing or alleviating students levels of FLA. At present, Ireland is undergoing a dynamic evolution in its linguistic and educational landscape, which provides the basis for a rich and contemporary case study on language learning. Despite Ireland s evolving relationship with language and language learning, presently, there is a dearth of research and lack of awareness on L2 acquisition that is specific to the Irish context, and perceptions of language learners in the Irish context remain anecdotal. To facilitate and evolve the knowledge required to develop this refined understanding, FLA was chosen as the point de départ for this investigation, as it has never been explored in the Irish context and provides valuable and holistic insight into the various dimensions of the L2 acquisition process. Pre-intervention findings highlighted the influence of empathy, familiarity, understanding, forming dialogic relationships, and self-confidence on FLA levels. The performance intervention, conducted during the COVID-19 pandemic, highlighted a number of significant ways in which FLA may be alleviated in and through performance, including the development of communicative proficiency, the establishment of empathetic support, the integration of a creative medium to teach language, the removal of uncertainty surrounding the examination process, and the development of a collective sense of accomplishment. Findings also provided additional evidence with respect to transitioning performance from stage to screen and, moreover, the important role it played in alleviating students FLA. While the embodiment of a character provided students with one veil to overcome their communication apprehension, the screen served as another mask that helped them to reach their highest potential.N