Oral Production Challenges for Greek Learners of Italian as a Foreign Language: Anxiety, Vocabulary, and Cross-Linguistic Interference

Abstract

This paper examines the challenges faced by Greek-speaking learners of Italian as a foreign language (L2) in developing oral communicative competence. Drawing upon theoretical perspectives on language anxiety, vocabulary acquisition, and cross-linguistic interference, the study reports findings from a survey conducted with 19 adult beginners (A1-A2 CEFR level). Data were collected using a 20-item questionnaire that explored students’ perceptions of oral difficulties, emotional barriers, and preferred learning activities. Results indicate that grammar (47.4%) and fluency (31.6%) are perceived as the most problematic areas, while vocabulary (15.8%) and pronunciation (5.2%) are less frequently mentioned. Performance anxiety emerged as a universal obstacle, often leading to hesitation, avoidance, and reduced confidence. Pedagogical implications include promotin g supportive environments, implementing low-stakes oral activities (role-play, collaborative tasks, linguistic games), and promoting lexical expansion through authentic input and paraphrasing strategies. The study contributes to the field of glottodidactics by emphasi s ing the interplay between affective and linguistic factors in L2 oral development and by offering practical recommendations for Italian L2 classrooms.