Although researchers have found strong relationships between first language (L1) skills and second language (L2) anxiety, less is known about how L1 skills in primary school impact L2 anxiety years after L1 has been acquired. Previous research lacked evidence for the mediating role of L2 aptitude and L2 achievement in the relationship. This study applies structural equation modelling to examine pathways by which L1 skills are associated with L2 anxiety via the mediators. Sixty-five students were administered L1 skill measures from 1st–5th grades, then followed over 10 years when completing L2 courses in high school. We examined the model across six different ages and found the effect of L1 skills on L2 anxiety was indirect through L2 aptitude and L2 achievement, indicating the impact is better understood through the mediators. The effect of L2 achievement on L2 anxiety is direct, and large in magnitude. Results remained stable across different ages and invariant across gender.

尽管研究人员发现第一语言 (L1) 技能与第二语言 (L2) 焦虑之间存在密切关系，但在获得 L1 数年后，人们对小学的 L1 技能如何影响 L2 焦虑知之甚少。以前的研究缺乏证据证明二语能力和二语成就在关系中的中介作用。本研究应用结构方程模型来检查 L1 技能通过中介与 L2 焦虑相关的途径。65 名学生从 1 年级到 5 年级接受了 L1 技能测量，然后在高中完成 L2 课程时进行了 10 多年的跟踪。我们检查了六个不同年龄的模型，发现 L1 技能对 L2 焦虑的影响是通过 L2 能力和 L2 成就间接的，表明通过中介可以更好地理解这种影响。L2 成就对 L2 焦虑的影响是直接的，而且幅度很大。结果在不同年龄和性别之间保持稳定。