Foreign Language Anxiety (FLA) represents a complex psychological construct that has garnered significant attention in second language acquisition research for over 40 years. The present research article examines FLA through multiple theoretical frameworks to advance understanding of its nature, origins, and impact on second language acquisition. Through a robust analysis of existing research, including theoretical frameworks which might at first seem unrelated, the study analyses ongoing debates regarding FLA's classification as an affective state versus a distinct psychological construct and explores its causal mechanisms. The way FLA manifests itself distinctively across various language skills and subskills is also explored. Furthermore, the Dynamic Systems Approach provides valuable insights into FLA mechanics, particularly when examined through the lens of language processing and oral and written production stages. Further models and theories are also applied to this investigation. For instance, by integrating the Attentional Control Model and Control-Value Theory, the present research provides a comprehensive theoretical framework for understanding how anxiety influences cognitive resource allocation and emotional dynamics in language learning. The synthesis reveals FLA as a complex construct requiring multi-theoretical perspectives and suggests directions for developing more targeted anxiety management interventions in language education.

Keywords: Foreign Language Anxiety, Affect, Dynamic Systems Approach, Attentional Control Model, Control-Value Theory.