A Dynamic Systems Perspective on the Interaction between L2 Anxiety and Willingness to Communicate among Chinese Learners: A Mechanism-Based Model

Abstract

Second language (L2) anxiety and willingness to communicate (WTC) have long been recognized as two central affective variables influencing language learning and performance. However, existing research has predominantly conceptualized their relationship as static and linear, often neglecting the dynamic, context-sensitive, and interactive nature of these constructs. Drawing on Dynamic Systems Theory, this paper proposes a Dynamic Affective–Performance Interaction Model (DAPIM) to reconceptualize the relationship between L2 anxiety and WTC among Chinese learners. The model integrates affective, intentional, cognitive, and performance dimensions, incorporating moderating variables such as working memory capacity and task planning conditions. It is argued that anxiety and WTC co-evolve over time through reciprocal interactions, and their influence on L2 performance is mediated by cognitive resource allocation and task demands. By synthesizing insights from second language acquisition, cognitive psychology, and task-based language teaching, this paper offers a mechanism-based explanation of how affective and cognitive systems jointly shape L2 oral fluency. The proposed framework advances theoretical understanding and provides directions for future empirical research.