{"id":4488,"date":"2009-09-18T10:15:57","date_gmt":"2009-09-18T07:15:57","guid":{"rendered":"http:\/\/eltweekly.com\/more\/?p=438"},"modified":"2009-09-18T10:15:57","modified_gmt":"2009-09-18T07:15:57","slug":"eltweekly-issue34-research-paper-anxiety-in-language-learning","status":"publish","type":"post","link":"https:\/\/eltweekly.humbeestudio.xyz\/?p=4488","title":{"rendered":"ELTWeekly Issue#34, Research Paper: Anxiety in Language Learning"},"content":{"rendered":"

Anxiety in Language Learning<\/strong><\/p>\n

by\u00a0Melahat Amir Jahansouz Shahi, Iran<\/strong><\/p>\n

Abstract<\/strong><\/p>\n

<\/span><\/p>\n

Anxiety is one of the most challenging obstacles to overcome in learning a new foreign language. Learners are afraid of making mistakes, of looking and sounding foolish, of being vulnerable. They like feeling smart, worthy of admiration, respected for their skills and knowledge, knowing their true personality is coming through. That can be hard to do in a foreign language, especially in the beginning. Moreover, as it is statistically demonstrated, anxiety can be a determining factor in test performance of students. Due to the apparent importance of this factor in language learning, it seems relevant to focus on this element more. This article is an attempt to provide some of the underlying points in this regard, discussing its effects on different facets of language learning, and offer some important tips for the learners to overcome the problems arising from it.<\/p>\n

Introduction<\/strong><\/p>\n

It has been observed that some students in English classrooms experience anxiety. This psychological state-anxiety has been investigated by many linguists and psychologists in recent years. Anxiety has been regarded as one of the most important affective factors that influence language learning.<\/p>\n

Much research (e.g.\/Aida, 1994; Bailey, 1983; Crookal and Oxford, 1991; Ely, 1986; Horwitz, Horwitz, & Cope, 1986; Horwitz & Young, 1991; Ganschow & Sparks, 1996;\u00a0 Krashen, l985b;\u00a0 MacIntyre, 1995; MacIntyre & Gardner, 1988, 1989, 1991; 1994; Muchnick & Wolfe, 1982; Price, 1988, 1991; Schlesinger, 1995; Trylong, 1987; von W\u00f6rde, 1998; Young, 1990, 1991, l992)\u00a0 has consistently revealed that anxiety can impede foreign language production and achievement. Language anxiety is experienced by learners of both foreign and second language and poses potential problems “because it can interfere with the acquisition, retention and production of the new language” (MacIntyre & Gardner, 1991, p. 86)<\/p>\n

The issue of anxiety in L2 learning has been widely recognized for its significant impact on the L2 learners. This is especially so in the various socio-cultural contexts in which they are required to express themselves in a language of which they have little command (Horwitz, Horwitz, & Cope, 1986; MacIntyre, 1999; Young, 1991). Although language anxiety is sometimes viewed as a helpful “energizer” for approach such complex tasks as L2 learning, the potentially harmful effects of anxiety, often called “debilitating anxiety” (Brown, <\/span>1994), cannot be easily dismissed in the context of L2 teaching.<\/p>\n

The primary goal of this research was to identify those factors, as perceived by students that may contribute to anxiety, and those factors that may reduce anxiety in an attempt to understand more fully the role that anxiety may play in learning a foreign or second language.<\/p>\n

Definition of Anxiety <\/strong><\/p>\n

As we all know, anxiety is a negative way to present human feelings. When we are anxious, we feel nervous, worried, and fearful.\u00a0 We struggle, shake, perspire, and our hearts beat quickly.\u00a0 When we are learning a foreign language, most of people have language anxiety. Anxiety is a kind of troubled feeling in the mind. It is a subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the automatic nervous system (Horwitz, 1986)..Consideration of psychological aspects of learning is important in the study of anxiety, as can be seen in Scovel’s reference to an emotional state of “apprehension, a vague fear that is only indirectly associated with an object” (1978<\/a>), and in Horwitz et al<\/em>‘s (1986)<\/a> “subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the autonomic nervous system.” Such psychological definitions most commonly refer to a “transitory emotional state or condition characterised by feelings of tension and apprehension and heightened autonomic nervous system activity” (Spielberger 1983<\/a>), a state which can have both negative and positive effects, and which motivates and facilitates as well as disrupting and inhibiting cognitive actions such as learning.<\/p>\n

Language Anxiety<\/strong><\/p>\n

Language anxiety, a type of anxiety specifically associated with L2 learning contexts, can arise from many kinds of sources, according to the learners’ individually unique frame of reference (Skehan, 1989; Young, 1991). The language classroom setting, for instance, naturally presents itself as an anxiety-provoking situation to some learners, as it often involves constant evaluations from others as well as from the learner him\/herself. In such an environment, chances of being evaluated might serve as a reminder of the learner’s current L2 competence in comparison to others’ or idealized images of him\/herself as a successful language learner (Eharman, 1996). As Horwitz et al. (1986) clearly note, “any performance in the L2 is likely to challenge an individual’s self-concept as a competent communicator and lead to reticence, self-consciousness, fear, or even panic” (p. 128).<\/p>\n

According to Horwitz et al. (1986), language anxiety, a distinct phenomenon particular to language learning, comprises three componential sources, especially in relation to various kinds of L2 activities that the learners perform in the classroom:<\/p>\n

1) communication apprehension, 2) test anxiety, and 3) fear of negative evaluation. Communication apprehension, which generally refers to a type of anxiety experienced in interpersonal communicative settings (McCroskey, 1987), is relevant to second\/foreign language learning contexts. Especially in the language classroom where the learners have little control of the communicative situation and their performance is constantly monitored by both their teacher and peers (Horwitz et al., 1986), communication apprehension seems to be augmented in relation to the learner’s negative self-perceptions caused by the inability to understand others and make oneself understood (MacIntyre & Gardner, 1989, 1991c).<\/p>\n

Such feelings of apprehension that second\/foreign language communicative contexts induce often accompany fear of negative evaluation from others. Watson and Friend (1969) characterize it as “apprehension about others’ evaluations, avoidance of evaluative situations, and the expectations that others would evaluate oneself negatively”(p. 448). As Gardner and MacIntyre (1993) also note, such feelings of apprehension can be characterized by “derogatory self-related cognition, feelings of apprehension, and physiological responses such as increased heart rate”. Even in small group discussions, for instance, some learners might feel anxious for fear of negative evaluation from their peers, possibly resulting in being quiet and reticent, contrary to their initial intention to participate. Such psychological dilemmas of L2 learners between willingness to speak up in the classroom and fear of losing their self-esteem in front of others seems to be a ubiquitous phenomenon in second\/foreign language classroom settings (Bailey, 1983; Cohen & Norst, 1989).<\/p>\n

Another conflict within L2 learners, which may attribute to their unrealistic expectations or beliefs on language learning and achievement, can often be instantiated as frustration or anger toward their own poor performance on language tests. Although many students are afraid of tests in general, those who are required to take them in a foreign\/second language might feel more pressure, challenged by the fact that they need to recall and coordinate many grammar points at the same time during the limited test period. As a result, they may put down the wrong answer or simply “freeze up” due to nervousness, even if they know the correct answer (Price, 1991; MacIntyre & Gardner, 1994).<\/p>\n

According to Tobias (1979, 1980, 1986), anxiety may work as a mental block to cognitive performance at all three cognitive stages: Input, Processing, and Output. In other words, anxiety arousal, which is typically associated with self-deprecating thoughts, fear of failure, or worry over performance procedures, may compete for cognitive resources that normal cognitive processing will demand. Because the capacity for information processing is limited, when combined with anxiety related self-thoughts, the mental processing is naturally overloaded to the extent that language performance is impaired (Eysenck, 1979). Moreover, even superior students who are excessively concerned about their performance may become so anxious that they attempt to compensate by studying even harder (e.g., in the form of “over-studying,” as stated by Horwitz et al., 1986) because their compulsive efforts do not lead to their intended performance.<\/p>\n

Test Anxiety<\/strong><\/p>\n

Many students experience some level of anxiety before, during or after an exam. When anxiety affects exam performance it has become a problem and it can be a powerful motivator. However, some student experience test-related anxiety to such a degree that it can lead to poor performance and interfere with their learning. These students suffer from test anxiety also called examination anxiety.<\/p>\n

Anxiety is described as an uncomfortable emotional state in which one perceives danger, feels powerless and experiences tension in preparation for an expected danger. It is generally classified into three types: Trait<\/em>, state<\/em> and situation-specific anxiety.<\/em><\/p>\n