PRIDE AND ANXIETY DEMONSTRATED WHILE LEARNING LANGUAGES: A COMBINATION LEADING TO LINGUISTIC INSECURITY
PRIDE AND ANXIETY DEMONSTRATED WHILE LEARNING LANGUAGES: A COMBINATION LEADING TO LINGUISTIC INSECURITY

Summary/Abstract: This paper explores the interplay between pride and anxiety in the process of learning foreign languages, with a specific focus on the context of Romanian high schools where French is taught as a compulsory L2 and Spanish as an optional L3, both under the guidance of the same teacher. The study investigates how positive emotions such as pride coexist with negative ones such as anxiety, and how this combination leads to linguistic insecurity. Drawing from sociolinguistic and educational psychology frameworks (Labov, 1966; Horwitz, 1986; Bourdieu, 1991), the paper emphasizes oral production as a key site of emotional manifestation, considering classroom dialogues, spontaneous exchanges, and collaborative projects such as audio or video recordings. The analysis demonstrates that linguistic pride often masks deeper insecurities, while anxiety intensifies fear of correction and evaluation. The paper concludes with implications for teaching practices, highlighting the importance of constructive feedback and safe spaces for oral expression in order to reduce linguistic insecurity among learners of Romance languages.

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