Factors Causing Language Speaking Anxiety In Classroom English Language Essay

Factors Causing Language Speaking Anxiety In Classroom English Language EssayIn the last few decades, coarse effort has been devoted to recognising the role of worry in L2 skill. Such studies (Scovel, 1978 Horwitz, 1986 Spolsky, 1989 Phillips, 1992 Maclntyre Grander, 1994 Baker Maclntyre, 2000 Cheng, 2004) have provided us with useful information about anxiety that has recently acknowledge unity of the main barriers that impedes L2 learning (Brown, 2007 Grander, 2001 cited in Pritchard, 2007). According to Abdul Aziz (2005), it is vital to realize the role of anxiety and its affect on the process of lyric poem learning since it ranks exalted among factors that can influence oral communication learning, regardless of whether the setting is formal or informal. So what is meant by anxiety and to what refers talking to anxiety? What argon the reasons that prevent students from alive(p) in language classes and make them resort to silence? What causes their language anxiety? An d, from which sources does it stem? Such questions will be answering in this chapter alongside reviewing several(prenominal) previous studies on second/foreign language anxiety.2.2. Definition of AnxietyThe term anxiety in general, has been defined by Scovel (1978, p.134) as a rural area of apprehension, (and) a vague fear. It is a complicated phenomenon to describe since it arises from various sources. People usually are not able to specify the exact emission of their restiveness and anxiety. even so, it is worth mentioning that although there are several studies that have dealt with such(prenominal) an area, Horwitz was the first investigator of foreign language classroom anxiety (Liu, 2006). Horwitz claims that anxiety experienced by L2 learners is unique to the learning process and completely different from new(prenominal) types of anxiety (1986).Language anxiety according to Maclntyer and Gardner (1994, p. 284), is a type of anxiety that can be defined as the feeling of te nsion and apprehension specifically associated with second language contexts, including listening, speaking and learning. Anxious students usually show some signs of panic such as panic stare, white face (and) cold trembling hands (Ganschow Sparks, 2001, a35). On top of that, Abdul Aziz (2005) adds that those students may suffer from headache, blushing and pounding heart. The anxiety symptoms also could be physiological, for example an upset stomach and numbness, or cognitive symptoms such as preoccupation and worry, or behavioural symptoms such as avoidance (Cheng, 1999).2.3 The correlation coefficient between Anxiety and L2 LearningSome question into language anxiety has considered it to be an important variable that causes negative effects on students performance in class. They maintain that the higher the level of anxiety, the less the students are willing to communicate (Horwitz, 1986 Maclnttyre Gardner, 1994 Baker Maclntyre, 2000). It also points out that anxiety is an ai d in raising the affectional filter of the learners, resulting in stress, depression or fear and thus blocks the input from macrocosm absorbed and processed (Richards Rodgers, 2001 Abdul Aziz, 2005 Harmer, 2009 58). It has also been noted that such feelings as mentioned above, are mostly centred around listening and speaking tasks with difficulty in speaking in class being the most common complaint of anxious students (Horwitz, 1986 Spolsky, 1989). However it is not necessary for anxious students who allege that they have a mental block in foreign language classes, to have the same feelings in other situations. The same students might be good learners and strongly motivated in other classes. Where some research has proved that even highly proficient language learners experienced different degrees of anxiety (Horwitz 1986, p. 125 Brown, 2007 163).On the other hand, there are theorists who argue to the contrary, who say that there is no correlation between anxiety and low achieveme nt. Aida (1994) for example, who studied Japanese learners, has found a negative relationship between the anxiety experienced by the students and their performance. Other researchers asserted that second language performance and anxiety are positively related (e.g., Kleinmann, 1977 Spolsky, 1989), especially facilitative anxiety that is closely related to competitiveness which is considered to be key to successful learning (Brown, 2007 162). However, such facilitation has only been found when using very simple grammatical structures (and) in all other cases, anxiety has been a debilitating factor in language acquisition (Duxbury Tsai, 2010).With regard to the relationship between anxiety and L2 learning, it is still under debate whether it is the cause or the product of learners low performance, or whether it harms or helps their performance. Is it a negative or a positive factor? Can teachers avoid or ameliorate anxiety in foreign language classes? (Brown, 2007 163). To date, the research in this segment has not yielded any consistent findings (Matsuda, 2004). The studies surrounding this phenomenon are still under developed and attempts to better clarify it are still being carried out (Bailey, 2000). From the previous discussion, it can be seen that the correlation between anxiety and performance may not be a simple linear one some factors (e.g., culture and learners proficiency) could also play a part (Na, Z., 2007).2.4 What Factors Could Boost Language Anxiety?Horwitz et al. (1986) has pointed out some related causal factors for second language anxiety which can be summarised by (1) communication apprehension, which is a type of shyness characterised by fear or anxiety about communication with people, (2) fear of negative evaluation and (3) test-anxiety. The example of I am usually at ease during tests in my class language (Woodrow, 2006) clarifies test-anxiety.There are other factors associated with the learners themselves and the environment of their l anguage classes. Such factors are self perception, learners beliefs about language learning, and the instructors beliefs about language teaching and classroom procedure (Tanveer, 2007). Other factors include age, gender, motivation and inadequacy of confidence (Horwitz, 1986 Sparks Ganschow, 1991 Baker Maclntyre, 2000 Ohata, 2005). All of the things mentioned above, and many other factors contribute to existing L2 anxiety.