Abstract
This study sets out to examine the role of inhibition in second language use within a second language community. While previous studies of the affective factors in second language acquisition (SLA) have, by and large, used a quantitative methodology, I conducted a qualitative analysis to study second language (L2) learners' perceptions. Of possible qualitative methods described in the literature, this study adopted Strauss and Corbin's version of grounded theory analysis. For approximately 2 months beginning in October 2007, I carried out a first data collection through classroom observations, and through semi-structured and open-ended interviews both inside and outside the classroom. During the analysis of data, I found that the concept "Risk-avoiding in L2 use" was related to the conditions that limit the use of L2, while at the same time it became increasingly clear that interpersonal and socio-cultural factors considerably influence the learners' perceptions in the use of L2. Consequently, the theoretical samplings of the collected data have been selected to illustrate the learners' plentiful experiences as these are molded by interaction with others who live in the L2 community. During data analysis, second language inhibition emerged as the central category of the grounded theory model, as this is defined as a mental operation arising from a defensive mechanism that protects the language ego, and therefore generates unwillingness to use L2. Moreover, the findings so far indicate that the underlying concept that molds second language inhibition is thickness of ego boundaries erected by learners for both interpersonal and socio-cultural protection. The attitude of mind that leads to the avoidance of risk in the use of L2 is thus the direct result of second language inhibition.
