chosen) lower than that of participants for whom English is a non-elective degree requirement and in the third place, that the rela-tionship between anxiety and the mark obtained by participants is stronger in the case of those who have English as a degree requirement. The analyses reveal, firstly, that all the students suffered from average anxiety levels secondly, that on-ly in one of the aspects is the anxiety level of participants with English as a main subject (i.e. The data were collected using the Foreign Language Classroom Anxiety Scale (FLCAS) (Horwitz, Horwitz and Cope, 1986). A total of 200 students participated in this study. This study set out to examine and compare the feelings of anxiety experienced by university students enrolled in six differ-ent degree programs. However, very few studies have been developed in a socio-cultural context comparable to ours, namely, a Spanish university in which English is learnt. Researchers have studied the effects of anxiety on foreign lan-guage learning since the 1970's, and despite significant advances in ap-proaches to language teaching, the literature continues to report the exist-ence of language apprehension in the classroom and its debilitating effect on the learning process. This study shows that the language which these participants use to express their emotional involvement in particular moments of their life invokes specific feelings, and represents their inner world better than their other linguistic resources. On the other hand, the migrants’ memories of a language with negative or neutral connotations (in this case, German) correspond with a lower level of reported social interactions in that language. On the one hand, their strong feelings of belonging to a place (Iran), which correspond to their good memories of speaking Persian in that place, lead them to highly value that language and incorporate it into most aspects of their social lives.
I argue that their experiences with these languages cause them to ascribe distinct emotional values to each. By adopting an ecological approach, I examine how the memories they have created in Iran and Germany impact their emotional attachments to the Persian, Assyrian, and German languages. In this study, I explore the relationship between migrants' linguistic resources, their environment, and their emotions, focusing on two Assyrian-Iranian migrants in Germany.