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learning situations, it has all too often assumed that such anxiety is primarily
competence-based. Consequently, there has been insufficient recognition of the fact
that identity-based anxiety, too, can have significant effects on language learning
in the classroom. In this paper, we discuss some examples of identity-based anxiety,
and argue that it requires a different approach to language teaching. We propose one
such possible approach, which we call ‘double-crossing’.
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