Exploring the Influence of Native-Speakerism on Out-of-Class L2 Anxiety: A Comparative Analysis of PLCS and TLCS among Japanese Learners in ASEAN Countries

Abstract

This study examines the impact of native-speakerism (Holliday, 2006) on second language (L2) anxiety among ASEAN learners of Japanese in an online intercultural exchange program. Previous studies have indicated that native-speakerism may cause L2 anxiety among EFL learners; however, how it affects Japanese learners’ L2 anxiety remains to be addressed. We compare interactions with native speakers (Partner Language Contact Situations, PLCS) and non-native speakers (Third-party Language Contact Situations, TLCS). Through semi-structured interviews with five participants from Thailand and Vietnam, we identified seven key anxiety-inducing factors: lack of speech fluency, grammatical accuracy, fear of evaluation, comprehension ability, breakdown in communication, intelligibility, and interaction with unfamiliar partners. Findings revealed that in PLCS, participants experienced anxiety mainly related to linguistic performance. In contrast, TLCS-induced anxiety stemmed primarily from their perceived responsibility to sustain mutual understanding and maintain the conversation flow. Furthermore, the findings suggest that the anxiety experienced in PLCS is rooted in learners’ internalization of native-speakerism, whereby native speakers are viewed as ideal linguistic authorities and non-native speakers as deficient users of Japanese. Pedagogical implications suggest that before engaging learners in interactions with native speakers, educators should provide opportunities to explore the diversity of language varieties. Such preparatory activities may help learners enter cultural exchange with greater confidence and consequently reduce L2 anxiety related to linguistic performance.