2. Theoretisch kader
5.7 Conclusie
Er is geen invloed van taalangst gevonden op het wel of niet produceren van aangepaste output; deze verschillen tussen tweedetaalsprekers kunnen mogelijk verklaard worden door andere individuele leerdersfactoren. De mate van taalangst beïnvloedt de hoeveelheid niet- doelgerichte aangepaste output: hoe banger een tweedetaalspreker zich voelt, hoe meer niet- doelgerichte aangepaste output hij of zij produceert. Een prompt leidt bij een hoog-angstige tweedetaalspreker dus minder vaak dan bij een laag-angstige tweedetaalspreker tot de verwachte output. Hoe minder angstig iemand zich voelt, hoe groter de kans dat hij of zij als reactie op een prompt de originele uiting volledig herstelt. De implicaties van de gevonden resultaten zijn dat taalleerders met een hogere taalangst mogelijk minder kunnen profiteren van het leereffect van prompts.
Dit onderzoek is een toevoeging aan het onderzoek van Sheen (2008) omdat de invloed van taalangst op de omgang die bij recasts is gevonden, nu ook (deels) bij prompts is gevonden. Vanwege het verschil in design met Rassaei (2015a), waarbij in dit onderzoek alle
tweedetaalleerders, ongeacht hun taalangstniveau, zijn meegenomen, is dit onderzoek beter generaliseerbaar naar de ‘gemiddelde’ tweedetaalleerder. Bovendien is, hopelijk, het belang van individuele leerdersfactoren in het algemeen en in het bijzonder de invloed van
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