Anxiety And Negative Emotions In Second Language Acquisition - Essay Example

Situational Analysis ESL or English as a Second Language is an acronym commonly used in educational framework referred to the teaching of those individuals whose native language is not English. According to the census (2000), the requirement for ESL programs in US is primarily focused on students to achieve educational proficiency standards as report suggests one out of five US citizens communicate within home by using language other than English. Hence, an understanding of second language acquisition can enhance the capability of mainstream teachers to provide objective education in culturally and linguistically diversified framework (Fillmore & Snow, 2000; Hamayan, 1990). Current studies encapsulating the theories of language acquisition have been developed through a thorough research in several interconnected fields such as linguistics, psychology, sociology, anthropology, and neurolinguistics (Freeman & Freeman, 2001). This eventually ascertains that the acquisition of a second language is invariably dependent on multifaceted dimensions inclusive of neurological to psychological, cognitive to affective factors as a whole (Brown, 1994). During sixties, Bloom et al (1964) categorized the dimensions of learning into two significant domains – cognitive and affective, suggesting the two most significant and essential components of learning. These are the two primary components that ascertain that there are essentially positive and negative feelings associated with second language acquisition. The positive feelings associated with language acquisition primarily include joy, enthusiasm, satisfaction and warmth (Ehrman, 1996), whereas negative feelings include anxiety, fear and lack of confidence and among which anxiety is perceived as the most incapacitating factor (Horwitz, Horwitz & Cope, 1986; MacIntyre & Gardner, 1989; Ehrman, 1996). Researchers like MacIntyre & Gardner (1991) suggest that language acquisition anxiety has some specific characteristics and hence can be set apart from other types of anxieties encountered in daily lives. In the demographical analysis of second language acquisition anxiety for ESL students in US demonstrates that the Mexican students may experience inadequate explicit knowledge as well as social persuasion that may attribute in following a successful model and support from others (Cummins, 1996; Zambrana & Silva-Palacios, 1989). Also they may perceive anxiety due to the language shock during language learning phase (Olsen, 1997). Among Hispanic Americans the school drop-out rate is as high as 36%, while the rest 63% is somehow could be able to complete high school either through attainment of Diploma or GED (Kaufman, Kwon, & Klein, 1999), primarily resulted from lack of successful academic models and other vivid understanding. In US due to the marginalization of Hispanic American Groups, the internalization of negative stereotyping among Mexican ESL students may lead to decline their self-efficacy in the sense of self-confidence in limiting the social persuasion (Zambrana & Silva-Palacios, 1989). This study will be aiming at finding out the relation of anxiety and negative emotions with the acquisition of second language. Literature Review Anxiety can be defined as the subjective negative feelings incorporating stress, fear, nervousness and worry in association with an arousal of the autonomic nervous system (Horwitz et al, 1986). Several research evidences affirm that second language acquisition anxiety results in a student’s negative performance and withdrawal from active participation in the class (Ely 1984, Horwitz et al. 1986, MacIntyre and Gardner 1991, Young 1991, Phillips 1992). However, student’s active participation in second language acquisition class is as important as the learning process itself by virtue of negotiating interaction among fellow students as well as instructors in order to resolve communication failure by working together to produce more effective mode of language acquisition (Selinger 1977, Selinger 1983, Long and Porter 1985, Pica and Doughty 1985a, Pica and Doughty 1985b, Kramsch 1985, Porter 1986, Pica 1987, Pica and Doughty 1988, Pica, Holliday, Lewis, and Morgenthaler 1989, Pica, Lincoln-Porter, Paninos, and Linnell 1996). Hence researchers affirm that there are essentially two major components – communication apprehension and fear of negative evaluation that attribute to the development of language anxiety (Horwitz et al, 1986). Communication apprehension is referred as the conceptual framework which explains that although language learners can reflect on advanced thinking patterns and ideas, but he is unable to express them through the application of language due to a lack in second language vocabulary. This incapability leads to frustration and fear, eventually incorporating anxiety (MacIntyre and Gardner 1989). This results in typical behavior pattern including communication avoidance and communication withdrawal which leads to become more hesitant to converse with others hindering social interaction in general (Aida 1994). However, there is no relation between exhibiting foreign language acquisition anxiety and communication apprehension in native language. Studies demonstrate that often ESL students exhibiting anxiety during acquisition of English as a second language do not actually reveal any kind of communication apprehension in their native language (Applebaum & Trotter, 1986) which in affect introduces a fear of negative evaluation and test anxiety. Fear of negative evaluation, the second most important component for perceiving language acquisition anxiety, incorporates both the academic and personal evaluation based of self-evaluation of performance and competence regarding the acquisition of second language (MacIntyre and Gardner 1989). While performing, the students may feel insecure in the sense that their speech and communication mode may not be capable of creating appropriate social impression altogether (MacIntyre and Gardner 1991). Thus, researchers argue that second language acquisition in some cases become a real traumatic event in particular as it threatens their sense of self and world-perspective (Guiora, 1983). Some individuals, by nature, are much preoccupied about their own perceived social image as well as how others perceive them and they are thus prone to behave more of such ways to reduce the chances of adverse appraisals. This leads them to become over-sensitive to the environment in which they perceive that they may have the possibility of getting adversely appraised, they leave the situation earliest. In a social interaction, they hardly initiate conversation with others as well as they limit their mode of interaction with others during a social conversation, which leads them to experience an intrinsic feelings of anxiety (Aida, 1994). Another study conducted by Schumann (1997) concludes that when a learner perceives more psychological and social distance, it will less likely lead the individual to achieve increased level of language skill in the targeted language in particular. While considering what an ESL student experience while learning in the classroom can be better understood by analyzing the understanding foreign language anxiety and irrational beliefs associated with it (Tittle, 1997). There are various studies conducted that affirm that there is a correlation among foreign language anxiety and irrational beliefs in learners of foreign language, including studies covering Russian ESL students (Tittle, 1997) as well as female Mexican ESL students (Pappamihiel, 2001) suggesting that female students are found to be more anxious about the application of English in their mainstream classes (Pappamihiel, 2001). The study was conducted using English Language Anxiety Scale based on Foreign Language Classroom Anxiety Scale to measure the fear and anxiety a learner may experience while confronting with the environmental stimuli. Thus the researchers argue that the distraction of attentive factors attributing to the subtle cognitive tasks within a classroom may stem from the discomfort of concern, feelings of being besieged and the unpleasant physical sensations of anxiety, leading an ESL learner to not being able to perform under pressure (Rubenzer, 1988). According to Sanz (1999), feeling of discomfort and anxiety do not attribute to any kind of enhancement during the learning process. However, there are various researches conducted on to understand the effect of English as a second language acquisition in different language settings as well as to understand the underlying variable contributing as the anxiety developmental factor whatsoever. In a study done with Japanese ESL students analyses the relationship between foreign language classroom anxiety classroom anxiety scale and foreign language reading anxiety scale and the findings show that these two are not interrelated factors, implying that these two factors are different components (Saito et al., 1999). In another study conducted with Hebrew ESL learners show that the foreign language anxiety only increases with the decoding of the content and with the understanding of the textual meaning (Saito et al., 1999). Another study incorporating students from beginner level as well as advanced level suggests that there is a significant difference in perceiving anxiety incriminating the fact that the beginner may experience discomfort and anxiety due to unknown phonology and scripts (Saito et al., 1999). On the other hand, studies conducted to find out the problem experienced with graphical system by learning disadvantaged students struggling with the phonetic decoding of English processing may result in reading avoidance (Saito et al., 1999). Hence, for a ESL learner the complicated job is to deal with phonetics and reading comprehension. Calvo (1996) suggests that anxious learners show poorer comprehension than non-anxious individuals and highly-anxious learners produce overt articulation more frequently than that of low-anxiety learners while participating in a study conducted to find out the relationship between phonological working memory and reading in test anxiety situation. Hence, the study affirms that there is a significant relationship between anxiety and interference on comprehension performance. However, the findings between anxiety and corresponding comprehension performance can sometimes be ambiguous in nature because of the consideration many other significant variables working at the same situation such as reading disability. Researchers like Limbros and Geva, (2001) conducted studies to find out the accuracy of various teaching assessment methodologies on second language acquisition students at risk for reading disability. Another significant factor may attribute to the development of anxiety among learners especially in the case of children is the nervousness of their parents. A child may experience anxiety in relation to their parent’s reaction to their test performance (Anderson, 2002). According to Jackson (2001), the fear of failure is another significant factor contributing to the poor performance and perceiving this phenomenon a child can get into a vicious cycle believing not being successful during a test performance leads to evaluating with low self-esteem and this feelings of low self-esteem in turn translates into increased level of test anxiety, eventually leading to a lower level of test performance (Jackson, 2001). Purpose The purpose of the study is to evaluate the relationship between anxiety and negative evaluation with second language acquisition, especially in the case of ESL students and how these negative emotions affect the process of second language acquisition. The findings from this study will then be used to determine the level of anxiety and perceived discomfort during second language acquisition period and how to introduce an effective mode of interaction that incorporates into a strategic student-centered learning techniques during ESL session resulting in lowering anxiety levels, higher level of active participation contributing to the higher level of achievement during second language acquisition. Research Question and Hypothesis The research question in consideration includes, “Is there any perceived anxiety and negative emotions associated with second language acquisition?” To elaborate my studies I should also focus on the factors contributing to the exploration of useful strategies to cope up with the associated difficulties. The null hypothesis for this research is that there will be no change in the level of anxiety and level of active participation during ESL class. The alternative hypothesis is that there will be a change in the level of anxiety and level of active participation during ESL class. Research Design The current research includes methodologies focusing one two aspects – firstly, it would measure the perceived anxiety and negative emotions in ESL students and secondly it would focus on analyzing methodologies that could be employed to cope up with these difficulties. Second language acquisition is best taken under consideration when research design is based on the methodologies accounting for cognitive, psycholinguistic, and communicative factors in perspectives. Hence, methodologies like Grammar-Translation as well as audiolingualism are found to be less effectual in relation to newly employed methodologies like Total Physical Response as well as Suggestopedia, concerning more effectively the criterion for second language acquisition (Krashen 1981; Wilson, 2000g; Asher 2000). Considering these factors, I find Thomson Method is beneficial accounting in the field of second language research by virtue of including a set of procedures. Thomson Method essentially focuses on need for effective communication in order to learn languages (Thomson, 1993). Hence, the learning environment as perceived by the learner acts as a laboratory setting in which the learner apply authentic use of language in order to give and receive messages. In practice, a language learner is thus able to perform socially integral and contextually appropriate interaction with others while receiving immediate feedback on communicative endeavors by virtue of producing successful or unsuccessful communication of their own concepts (Larsen-Freeman, 1986; Richards and Rogers, 1986). Thomson Method slots in second language acquisition theory, linguistics research, intuition and exposure in the development of language teaching methodologies and materials. Krashen’s (1981) Acquisition-Learning Hypothesis, the Monitor Hypothesis, the Input Hypothesis, and the Affective Filter Hypothesis (Lightbown and Spada, 1999) are significant theories in Thomson’s Method. Thomson includes several specific goals accounting the process of language acquisition. The primary goal of the study is to bring the language learner to a point where language acquisition can be occurred through interactions of daily events (Thomson, 2000). Method Subjects The study will be conducted into two phases. One will measure the anxiety and the other one will analyze the effect of strategic student-centered learning technique in congruence with Thomson Method. The sample will consist of 30 individuals with single gender (either male or female) of age group ranging between 18 years to 26 years with highly qualified academic backgrounds. Materials In its first phase of study the subjects will be provided English Language Anxiety Scale (ELAS) that is derived from Foreign Language Classroom Anxiety Scale (FLCAS) designed by Horwitz et al (1986). According to Cronbach’s alpha test, the internal consistency reliability is 0.89. In its second phase of study the subjects will be presented with a reading section of a practice TOEIC (Test of English for International Communication), a standardized test of multiple-choice consisting of 100 items. The reading section encompasses grammar, vocabulary and reading comprehension subcategories. Procedures Since it is complicated to explain data in terms of quantitative analysis (Flores & Alonso, 1995), the focus group are to be selected in such a manner so that qualitative data can be gathered. Focus groups subjects are assembled by considering same age range and same gender distribution (Hoppe et al., 1995; Krueger, 1998). Focus group data analysis can be complex in the sense that it not only focus the individual data analysis but interpret the data in such a manner that it can analyze the trends and patterns that emerge across groups (Krueger, 1998). The data will be collected using several statistical approaches as following: • Paired T-tests were used to explore wide levels of anxiety during ESL class. • ANCOVAs will be conducted on ESL class in order to make out the correlation among the levels of anxiety in relation to certain factors like years of residence in US, levels of academic achievement, listening and speaking abilities and reading and writing abilities, but not taken gender into consideration. • A factor analysis will be administered on ESL class to find out the correlation among high level of anxiety with other significant factors. While applying the Thomson Method as a measure to provide effective means of socially integral and contextually appropriate interaction with others, it should be considered that it combines a minimum of six-weeks plan involving three phases altogether. At the first phase, the language learner meets with a language informant for formal language session by virtue of participating in communicative language activities, including various topics rather than grammatical points. After terminating each activity, the acquisition of the target language is recorded. This session usually involves photos and objects for furnishing early stages of acquisition. At the second phase of Thomson method, the language learner privately practices on the basis of the acquisition resulting from previous activity as being recorded. This phase is a phase of reflection as it involves a thorough analysis of the activities experienced in the previous phase. The third stage accommodates the significant commitment of time allocation along with the introduction of tools and methodologies for building conversational ability and social relationship. The sub-phase of tools for building conversational ability and social relationship, as suggested by Thomson, must incorporate a language journal, planning notebook, audio recordings and transcription notebook. Reflection Language anxiety is an essential cognitive and affective component that influences almost all the academic and performance areas of foreign language learners inclusive of several skills in writing, reading and speaking as well. As there is strong correlation among perceived language anxiety and performance so it can be justified to acknowledge the relevance of conducting the study incorporating the analysis of anxiety during the second language acquisition especially for ESL students and employed are the methodologies facilitate in minimizing the anxiety and negative emotions during the course. However, the anxiety influences abilities; however the study does not focus on the basic abilities pertaining to the mother tongue especially in the phonological, syntactic and the semantic regimes. On the other hand, Thomson method could be applied in order to acquire almost any kind of second language acquisition process. The Thomson Method in general meets the wide-range of requirement for language learners and can be propelled worthy of consideration and pursuit. However, the study has its certain limitations by means of not including any gender or cultural differences. Study also does not take into consideration the other significant factors contributing to the development of anxiety during ESL class such as the difference regarding perceiving anxiety among new learners and experienced learners, the duration of learning, and the age differentials. Moreover, the considerations of the range of psychological variables either facilitating or inhibiting the efforts made by new learners of English, we should not fail to notice the issue of power. This stems out a cognitive-affective bias perceived by the international learner as the language comprising of a rich and powerful post-industrial society, in contrast, the native language may be perceived as less impressive and less respected. This perceived difference incorporating power and respect for native language in comparison with English language could be expected to worsen the psychological difficulties interfering with language anxiety encapsulating anxiety, low self-esteem, motivation, identity conflict, language shock and cultural shock, which the current research is not taking into consideration. Time Schedule Prepare proposal by April, 2007 Complete literature review by May, 2007 Complete the analysis of English Language Anxiety Scale (ELAS) by June, 2007 Complete the submission of interim report by the end of June, 2007 Apply the Thomson Method since beginning of July, 2007 and continued up to mid-August, 2007 Complete final report by the end of August, 2007 Statement of Ethical Consideration The study represents an important potential complication and raises ethical considerations. In this setting, the instructors are assumed to play the role of educational psychotherapists and liberate learners of their irrational beliefs and negative evaluation. The research may not incorporate designing effective curricular intervention to cover the issues concerning the nature of incoming learners’ beliefs (Mantle-Bromley, 1995). Future Implications The academic English language acquisition anxiety perceived by learners during ESL may be more associated with anxious characteristics. In addition to the above facets, there are the differential characteristics attributing to the variety of second language situational anxieties need to be explored through several researches (Bailey et al., 1999; Cheng, 1999; Saito, Horwitz, & Garza, 1999). This proposed research is intended to find out the intrinsic relationship among English language anxiety, identity development and intercommunity interaction. This study is not sufficient to separate out individual factor like language proficiency in order to conclude a learner’s probability of success within mainstream settings. Works Cited Aida, Y. (1994). Examination of Horwitz, Horwitz, and Copes construct of foreign language anxiety: The case of students of Japanese. The Modern Language Journal 78:155-167. Applebaum, R. L., & Trotter, R. T. II (1986, May). Communication apprehension and Hispanics: An exploration of communication apprehension among Mexican Americans. Paper presented at the annual convention of the Speech Communication Association, Chicago, IL. Brown, H. D. (1994). Principles of Language Learning and Teaching . 3 rd ed. , New Jersey: Prentice-Hall, Inc. Bailey, P., Onwuegbuzie, A. J., & Daley, C. E. (1999). Foreign language anxiety and learning style. Foreign Language Annals, 32(1), 63-76. Cheng, Y. S. (1999). Language anxiety: Differentiating writing and speaking components. Language Learning, 49, 417-446. Fillmore, L.W., & Snow, C.E. (2000). What teachers need to know about language. Washington, DC: Center for Applied Linguistics, ERIC Clearinghouse on Languages and Linguistics. Retrieved December 12, 2002, from www.cal.org/ericcll/teachers/teachers.pdf Freeman, D.E., & Freeman, Y.S. (2001). Between worlds: Access to second language acquisition (2nd ed.). Portsmouth, NH: Heinemann. Guiora, A. Z. (1983). Introduction: An epistemology for the language sciences. Language Learning, 33, 6-11. Hamayan, E.V. (1990). Preparing mainstream classroom teachers to teach potentially English proficient students. In Proceedings of the First Research Symposium on Limited English Proficient Student Issues. Washington, DC: U.S. Department of Education, Office of Bilingual Education and Minority Languages Affairs. Retrieved December 12, 2002, from www.ncela.gwu.edu/ncbepubs/symposia/first/preparing.htm Karthwohl, D, Bloom, B and Masia, B (1964). Taxomony of Educational Objectives. Handbook H: Affective Domain. New York: David McKay Company. Krashen, S.D. (1981). Principles and practice in second language acquisition. London: Prentice-Hall International. Macintyre, P. D. & R.C. Gardner. (1989). Anxiety and second language learning: Toward a theoretical clarification. Language Learning 39:251-275. Macintyre, P. D. & R.C. Gardner. (1991). Methods and results in the study of anxiety and language literature: A review of the literature. Language Learning 41: 85-117. Mantle-Bromley, C. (1995). Positive attitudes and realistic beliefs: Links to proficiency. Modern Language Journal, 79, 372-386. Ehrman, M.E. (1996). Understanding second language learning difficulties. London: Sage Publications, Inc. Horwitz, E., M. Horwitz, & J. Cope. (1986). Foreign language classroom anxiety. The Modern Language Journal 70: 127-132. Ely, C. (1984). An analysis of discomfort, risktaking, sociability, and motivation in the L2 classroom. Language Learning 36: 1-24. Flores, J. G., & Alonso, C. G. (1995). Using focus groups in educational research: Exploring teachers’ perspectives on educational change. Evaluation Review, 19(1), 84-101. Hoppe, M. J., Wells, E. A., Morrison, D. M., Gillmore, M. R., & Wilsdon, A. (1995). Using focus groups to discuss sensitive topics with children. Evaluation Review, 19(1), 102-114. Krueger, R. A. (1998). Analyzing and reporting focus group results. Thousand Oaks, CA: Sage. Young, D. (1991). Creating a low-anxiety classroom environment: What does language anxiety research suggest? The Modern Language Journal 75: 426-437. Phillips, E. (1992). The effects of language anxiety on students oral test performance and attitudes. The Modern Language Journal 76: 14-26. Schumann, J. H. (1997). The Neurobiology Of Affect In Language. Malden, Ma: Blackwell. SELINGER, H. (1977). Does practice make perfect?: A study of interaction patterns and L2 competence. Language Learning 27: 263-278. SELINGER, H. (1983). Learner interaction in the classroom and its effect on language acquisition. In H. Selinger and M. Long (Eds.), Classroom oriented research in second language acquisition. Rowley, MA: Newbury House Publishers. LONG, M. and P. PORTER. (1985). Group work, interlanguage talk, and second language acquisition. TESOL Quarterly 19: 207-228. PICA, T. and C. DOUGHTY. (1985a). The role of group work in classroom second language acquisition. Studies in Second Language Acquisition 7: 233-248. PICA, T. and C. DOUGHTY. (1985b). Input and interaction in the communicative language classroom: A comparison of teacher-fronted and group activities. In S. Gass and C. Madden (Eds.), Input in second language acquisition. Rowley, MA: Newbury House Publishers. KRAMSCH, C. (1985). Classroom interaction and discourse options. Studies in Second Language Acquisition 7: 169-183. PORTER, P. (1986). How learners talk to each other: Input and interaction in task-centered discussions. In R. Day (Ed.), Talking to learn. Rowley, MA: Newbury House Publishers. PICA, T. (1987). Second language acquisition, social interaction and the classroom. Applied Linguistics 8: 3-21. PICA, T. and C. DOUGHTY. (1988). Variations in classroom interaction as a function of participation pattern and task. In J. Fine (Ed.), Second language discourse: A textbook of current research. Norman, NJ: Ablex. PICA, T., L. HOLLIDAY, N. LEWIS, and L. MORGENTHALER. (1989). Comprehensible output as an outcome of linguistic demands on the learner. Studies in Second Language Acquisition 11: 63-90. PICA, T., F. LINCOLN-PORTER, D. PANINOS, and J. LINNELL. (1996). Language learners interaction: How does it address the input, output, and feedback needs of L2 learners? TESOL Quarterly 30: 59-84. Rubenzer, R. L., (1988). Stress management for the learned disabled: ERIC Clearhouse on Handicapped and Gifted Children. Retrieved December 26, 2003, from http://www.Idonline.org/ld_indepth/self_esteem/eric_stress.html Pappamihiel, N. E. (2001, Winter). Moving from the ESL classroom into the mainstream: An investigation of English language anxiety in Mexican girls. Bilingual Research Journal, 25 (1/2), 31-39. Retrieved December 20, 2003, from http://proquest.umi.com/pqdweb?index=6&did Tittle, M. (1997). The effects of foreign and second language students irrational beliefs and anxiety on classroom achievement. EDRS Reproductions. Saito, Y., Horwitz, E. K., & Garza, T. J. (1999). Foreign language reading anxiety. Modern Language Journal, 83, 202-218. Sanz, C., (1999, October 8-10). The relationship between reading, anxiety, and reading comprehension. Paper presented at the 1999 Conference on L1 & L2 Acquisition of Spanish and Portuguese & Third Hispanic Linguistics Symposium. Abstract retrieved January 17, 2004, from http://data.georgetown.edu/departments/spanport/conferences/abstract.cfm?ID=15 Saito, Y., Thomas, G. J., & Horwitz, E. K.., (1999). Foreign Language Reading Anxiety. The Modern Language Journal, 83(2), 202-218. Calvo, M. G. & Eysenck, M. W., (1996, May) Phonological Working Memory and Reading in Test Anxiety. Memory, 4 (3), p.289-307. Limbos, M. M. & Geva, E. (2001, March/April). Accuracy of teacher assessments of second-language students at risk for reading disability. Journal of learning disabilities, 34 (2). Anderson, N. (2002, September 29). Parents network: Anxiety over tests makes mom nervous: [All editions]. Boston Herarld. Retrieved December 20, 2003, from, http://proquest.umi.com/pqdweb?index=34 Wilson, R. (2000). Maximize your language learning through TPR. Language Learning, 21. Retrieved November 1, 2003, from http://www/languageimpact.com/articles/rw/tprmax.htm Asher, J. (2000). Year 2000 update for total physical response. Language Learning, Retrieved November 1, 2003, from http://www.languageimpact.com/articles/other/ashertpr.htm Thomson, G. (1993). Kick-starting your language learning: Becoming a basic speaker through fun and games inside a secure nest. Language Learning. Retrieved November 1, 2003, from http://www.languageimpact.com/articles/gt/kickstrt.htm Larsen-Freeman, D. (1986). Techniques and principles in language teaching. In R.N. Campbell & W.E. Rutherford (Eds.), Teaching techniques in English as a second language. (pp.123-138). Oxford: Oxford University Press. Richards, J.C. & Rodgers, T.S. (1986). Approaches and methods in language teaching. Cambridge: Cambridge University Press Lightbown, P. & Spada, N. (1999). How languages are learned. Oxford: Oxford University Press. Thomson, G. (2000). What? Me worry about language learning? Language Learning. Retrieved November 1, 2003, from http://www.languageimpact.com/articles/gt/whatme.htm Read More