Accent stigmatization as a moderator of the relationship between perceived L2 proficiency and L2 use anxiety
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract By integrating the social context model of L2 acquisition with the pyramid model of willingness to communicate in L2, this study examined aspects of the psychological process underlying willingness to communicate (WTC) in Slovak among young Hungarian speakers in Southern Slovakia. The data was collected among Hungarian-speaking secondary school students ( N =310). The results indicated that frequent and pleasant contact with Slovak speakers was related to higher proficiency in Slovak and lower anxiety to use Slovak, and these increased the willingness to communicate in Slovak. However, it was also demonstrated that accent stigmatization moderated the relationship between perceived L2 proficiency and L2 use anxiety. Anxiety was more closely related to proficiency among those who perceived less accent stigmatization than among those who perceived more stigma because of their Hungarian accent. The theoretical implications of these findings for the role of the intergroup context in developing accent stigmatization, and the link between accent stigmatization, L2 use anxiety and willingness to communicate in the majority language are discussed.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it