Anxiety is among the most frequently studied emotions in second language acquisition (SLA). Study abroad (SA) researchers have examined its effects on SLA in that setting in a number of studies. The current study goes beyond previous SA research by examining how anxiety develops and connects with language proficiency development over SA. Specifically, it uses anxiety-related measures of foreign language classroom anxiety (FLCA), foreign language enjoyment (FLE), and a physiological manifestation of anxiety (hair cortisol). As far as the classroom is concerned, learners grew more comfortable, experiencing less anxiety and more enjoyment over the period of SA. However, learners showed physiological signs of overall elevated anxiety despite these increasing classroom comfort levels. Two key factors that may have influenced their anxiety levels abroad were tendency toward anxiety prior to SA and language proficiency upon departure for SA. The latter provides support for having students more proficient prior to SA, since doing so may lead to less anxiety during SA.

中文翻译：

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焦虑：在约旦安曼留学期间的压力、外语课堂焦虑和享受

焦虑是第二语言习得 (SLA) 中最常研究的情绪之一。出国留学 (SA) 研究人员在许多研究中检查了其对 SLA 的影响。目前的研究超越了以前的 SA 研究，通过检查焦虑如何发展以及与 SA 的语言能力发展联系起来。具体来说，它使用与焦虑相关的外语课堂焦虑（FLCA）、外语享受（FLE）和焦虑的生理表现（头发皮质醇）。就课堂而言，学习者在 SA 期间变得更加舒适，焦虑更少，享受更多。然而，尽管课堂舒适度不断提高，学习者仍表现出整体焦虑升高的生理迹象。可能影响他们在国外的焦虑水平的两个关键因素是 SA 之前的焦虑倾向和离开 SA 时的语言能力。后者为在 SA 之前让学生更精通提供支持，因为这样做可能会减少 SA 期间的焦虑。