Impact of Anxiety on Second Language Acquisition - Literature review Example

Discuss the Impact of Anxiety on Second Language Acquisition, What are the implications for teachers of EFL/ ESL? Introduction Anxiety is widely considered to have a significant influence on second language acquisition. A wide range of research has found that many language learners suffer from worry, frustration, self-doubt or apprehension (Scovel, 1978). According to MacIntyre and Gardener (1991), second language performance is negatively linked with language anxiety. The purpose of this paper is to investigate the phenomenon of language anxiety, including the different types of anxiety, whether general or specific, seen in language classrooms. Further, it will consider the impact of anxiety on second language acquisition, both debilitating and facilitating aspects. Finally, the paper will discuss the implications of second language anxiety for both teachers and learners. The phenomenon of language anxiety: A number of researchers have found that many factors external, internal to the students can play a major role in affecting second language acquisition. One of the most important internal factors is anxiety. Language anxiety is known as a situation of feelings concern, and indefinite apprehension (Scovel, 1978). In general, he also classified anxiety into several types, such as: trait anxiety which is a characteristic of a learner’s personality, state anxiety, which can be experienced at a specific time in response to a particular situation. The third type is specific situation anxiety where the impact of anxiety increases in definite situation. According to specific situation, for example Scovel, (1978) looked at anxiety as a valuable factor to examine and that is due to the possibility of isolating unpleasant emotions in second language acquisition. These types of anxiety are yet explained by Spielberger, (1983) to define state anxiety as to experience a reaction to a specific situation in a particular time. Scovel (1978) discovered from his psychological research that trait anxiety is perhaps a personality characteristic. It is defined as a long lasting tendency to be apprehensive, while specific situation anxiety is associated with specific events, such as class participation, examinations, oral communication or presentations. If I have to enumerate it broadly, I can say anxiety is considered to occur when the observations or actions of observers in a given period affect the very situations they are observing, or the out come being formulated is disseminated to and affects the behaviour of the individuals or systems. The theory is meant to be objectively modelling for a proper decision making. I feel anxiety includes both a subjective process of self-consciousness inquiry and the study of social behaviour with reference to theories about practical aspects and its relationship. Language Specific Anxiety Although classroom anxiety has been debated for decades, by analysing some learners’ diary studies researchers point out that anxiety could be experienced in foreign language classrooms because of many reasons. Other reasons for classrooms anxiety could be related to competitive, performance or test anxiety (Horwitz, and Cope 1986). However, Horwitz, and Cope (1986) hypothesised that anxiety in foreign language learning presents in a particular pattern of three different manifestations of anxieties, either in first language or in everyday life. The three well-known types are: communication apprehension, fear of negative evaluation; and test anxiety. The first type could be explained as uneasiness in talking in front of others. Moreover, when an individual faces some difficulties in expressing him or herself, or does not easily understand others, this will increase the impact of frustration and apprehension. A specific example of competitive and performance anxiety is when learners consider working with their peers as a competition (Bailey, 1983). Test anxiety is an expected element of foreign or second language learning. However, it is not an extraordinary student in the early levels of learning to participate and perform. Thus, that sort of task may result in anxiety concerning the learner’s role (Bailey, 1979). Fear of negative evaluations in foreign or second language learning is probably an explicit learner’s matter, in which learner’s concern is based on study and personal evaluation of achievement and performance in the target language (MacIntyre & Gardener, 1991). Learners may look at the process of foreign or second language production as a matter of testing, not as a method of genuine communication (Horwitz, 1986). From the diaries some learners revealed that they had more anxiety in learning a foreign language than in other subjects. As far as my experience goes I have found that many factors external, internal to the students can play a major role in affecting second language acquisition. One of the most important internal factors is anxiety. As is understood, language anxiety is known as a situation full of concern, and indefinite apprehension; students are fraught with both these things. Effects of Anxiety on Second Language Acquisition A number of researches have found that anxiety can have both positive and negative effects on second language learning. Debilitation is a negative feature that may lead the learner to be removed from the learning process and to become isolated as a result of experiencing anxiety (Scovel, 1978). Consequently, Horwitz, Horwitz and Cope (1986) used the Foreign Language Classroom Anxiety Scale (FLCAS) to concentrate on the general level of anxiety experienced in relation to oral communication in foreign language classrooms. This research was followed by many other questionnaires to quantify the reading and writing anxiety in second language learning. As a result, numerous studies have proved that the language skills types of anxiety are negatively associated with second language success (Ellis, 1994). Research has shown the negative relationship between anxiety and proficiency in second language learning. As mentioned above, Bailey (1983) used diary studies to clarify the effects of anxiety, and claimed that the nature of a competitive situation may lead learners to be anxious. Bailey (1983) analysed the diaries of eleven learners and pointed out that when the learners were compared with their peers, those anxious learners believed they were less capable. Therefore, anxious students usually try to avoid expressing themselves in class, and as a result do not participate in oral tasks, are less willing to communicate and come to class unprepared. According to MacIntyre and Gardner (1991), there are three categories of learning processes: input, processing and output. Anxiety is an element that can affect them all positively or negatively. Debilitating anxiety either emerges in one aspect or in the entire learning process. The poor performance of second language learners not only minimises their effectiveness, but is also likely to cause anxiety. For instance, the extensive effects of debilitating anxiety can be seen in situations including: when a student is unsuccessful, during examinations, when communicating with native speakers, during interactions with peers, in class activities, and when completing assignments (Ehrman, 1996). Further research (Ely, 1986; Gregersen, 1999/2000; Horwitz, Horwitz & Cope, (1986) have shown that some anxious people who fear performance evaluations act in ways that they think will help them to avoid the criticism of others. For example, they do not often begin conversations or fully interact with others. Conversely, anxious learners may attend classes without participating, avoid participation in important class activities, or avoid that class completely. The above significant findings have an explicit negative impact on second language learners. On the other hand, the positive aspect of anxiety can facilitate and motivate language learners. According to Ehrman, (1996) facilitation is a positive feature that can sustain learners to succeed in the learning process, and stimulate them to defeat the feeling of apprehension. Likewise, facilitating a small amount of anxiety is a way to enhance learners’ stimulation. In this case there is a significant link between learners completing tasks and mobilising; which is related to their potential resources. A little amount of anxiety helps to extend the natural enthusiasm of students to complete tasks. Furthermore, facilitating anxiety in the teaching process is beneficial as it exposes learners to challenging tasks. An adequate amount of competition in the classrooms would also sustain facilitating anxiety to be increased. This review some of the research into the impact of anxiety on second language acquisition, has revealed a mild degree of anxiety can be a facilitating factor. However, a high level of anxiety can be detrimental to the student. I have observed impact of anxiety on second language acquisition through interviews prepared after scanning through answers to a specific set of questionnaire. The questionnaire was prepared to elicit their clear responses so as to assure the cementing fact that anxiety has the significant role in behavioural change. By assessing the factor, I went through the constant iteration between personal experience of research, potentially relevant theory, underlying assumptions, data, and participants’ feedback. I used research diary for making the personalized comments from the candidates, interacted with many action learning groups, wrote self critical accounts, and included multi-paradigmatic research and collaborative and emancipator research. Implications Because of the significant of anxiety in second language learning, language teachers need to use different strategies and techniques to minimise the effect of negative class anxieties. Some of the most effective techniques to implement in order to reduce the level of anxieties in second language learning are explained below. Teachers’ attitudes: It is obvious that teachers’ attitudes and manners play an important role in their relationship with the students. For instance, honest teachers often have a strong influence on their students. Consequently, this influence will enhance and motivate the students’ progress (Abu Rabia, 2004). Placio (1998 cited in Horwitz, 2001) maintained that the classroom atmosphere is a significant factor in the minimisation of high levels of anxiety. Friendly teachers who support their students create a suitable class climate. As a result, anxiety level is lowered. Young (1991) claims that decrease of anxiety and enhancement of relaxed feelings is associated with teachers’ kind attitudes and their sense of fun and humour. Teachers as facilitators: In contrast to the audio-lingual method, some communicative approaches involve teachers acting more as facilitators than as drillers. Furthermore, a teacher-centred focus should be more student-centred. This could be a great technique to reduce the level of students’ anxieties (Young, 1991). Pair and group work: To help students minimise the effect of classroom anxieties, teachers Koch, Terrell, Price, Young and Omaggio (cited in Yong, 1991) suggest that teachers encourage students to work in small groups. In addition to lowering anxiety, another advantage is that this is considered to be a unique opportunity for students to be exposed to the target language for a longer time. Peer correction: In order to decrease the anxiety for students in relation to error correction, teachers may give the privilege of correction to other students. This may help because peers often share similar levels of development (Crookes cited in Sato, 2003). Indirect correction: Sato (2003) suggested that an indirect correction technique may be more effective. A survey relevant to oral error correction conducted by Mastuura (2001) on Japanese learners found that 88 percent of students were confused between the desire of correcting their grammatical errors and the embarrassing concern they would feel when they were disturbed or corrected. Playing games: Saunders and Crookall (cited in Young, 1991) claim that playing games as part of the teaching process is a motivating factor that can help students to attain a language easily. This technique involves simple games that enhance students’ experience of the target language and allows them to learn from errors in a friendly environment. However, teachers should control the balance between the benefits of these games and the detrimental effects of students’ excitement. In one hand, these techniques enhance our understanding of the possibility to decrease language learners’ anxiety. On the other hand, they serve to attain high levels of language achievement. The observations have been worth the labour that went into them. From the tools used, I felt it was obvious that the students were so apprehensive about the outcome in situations even though they were self confident and hard working .The pressurized anxiety oriented situations made them work. The self conscious feeling about them - what others would think about - was the key feeling which rule them in the situation. In connection with this anxiety research I would like to put a similar theory proposed by Thorndike a famous educational expert. His comments have a significant relevance in my study, Thorndike’s theory of learning is a stimulus-response (S-R) theory, and is popularly known as connectionism. This theory assumes that through conditioning, specific responses come to be linked with specific stimuli. These links, bonds or connections are products of a biological change in a nervous system. Thorndike thought that the chief way to effect S-R connections was through random selection - and - correction activities; that is, through random trial and error. Analysis and Assessment PREPARATION ACTIVITY WITH ANXIETY EXPERIENCE Effects of Anxiety on Second Language Acquisition A number of researches have found that anxiety can have both positive and negative effects on second language learning. Debilitation is a negative feature that may lead the learner to be removed from the learning process and to become isolated as a result of experiencing anxiety (Scovel, 1978). Consequently, Horwitz, Horwitz and Cope (1986) used the Foreign Language Classroom Anxiety Scale (FLCAS) to concentrate on the general level of anxiety experienced in relation to oral communication in foreign language classrooms. This research was followed by many other questionnaires to quantify the reading and writing anxiety in second language learning. As a result, numerous studies have proved that the language skills types of anxiety are negatively associated with second language success. Research has shown the negative relationship between anxiety and proficiency in second language learning. As mentioned above, Bailey used diary studies to clarify the effects of anxiety, and claimed that the nature of a competitive situation may lead learners to be anxious. Bailey analyzed the diaries of eleven learners and pointed out that when the learners were compared with their peers, those anxious learners believed they were less capable. Therefore, anxious students usually try to avoid expressing themselves in class, and as a result do not participate in oral tasks, are less willing to communicate and come to class unprepared. There are three categories of learning processes: input, processing and output. Anxiety is an element that can affect them all positively or negatively. Debilitating anxiety either emerges in one aspect or in the entire learning process. The poor performance of second language learners not only minimizes their effectiveness, but is also likely to cause anxiety. For instance, the extensive effects of debilitating anxiety can be seen in situations including: when a student is unsuccessful, during examinations, when communicating with native speakers, during interactions with peers, in class activities, and when completing assignments. Some anxious people who fear performance evaluations act in ways that they think will help them to avoid the criticism of others. For example, they do not often begin conversations or fully interact with others. Conversely, anxious learners may attend classes without participating, avoid participation in important class activities, or avoid that class completely. The above significant findings have an explicit negative impact on second language learners. On the other hand, the positive aspect of anxiety can facilitate and motivate language learners. Facilitation is a positive feature that can sustain learners to succeed in the learning process, and stimulate them to defeat the feeling of apprehension. Likewise, facilitating a small amount of anxiety is a way to enhance learners’ stimulation. In this case there is a significant link between learners completing tasks and mobilising; which is related to their potential resources. A little amount of anxiety helps to extend the natural enthusiasm of students to complete tasks. Furthermore, facilitating anxiety in the teaching process is beneficial as it exposes learners to challenging tasks. An adequate amount of competition in the classrooms would also sustain facilitating anxiety to be increased. This review some of the research into the impact of anxiety on second language acquisition, has revealed a mild degree of anxiety can be a facilitating factor. However, a high level of anxiety can be detrimental to the student. Graphical representation of children when anxiety oriented training given STUDENTS WITH NORMAL PERFORMANCE PEAK UP WHEN ANXIETY ORIENTED TRAINING GIVEN (Note: Thorndike’s Theory of Connectionism Conclusion This assignment has explained the central impact of anxiety on second language acquisition. Therefore, it has discussed the general types of anxiety, state, trait and situation specific anxieties. Besides, some other specific types such as: test anxiety, communication apprehension, and fear of negative evaluation anxiety. Research results show that different types of anxiety affect the achievement and performance of second language learners. Thus, from the findings of debilitating and facilitating effects there are a number of important strategies and techniques which can be used to cope with and overcome the detrimental types of second language learners’ anxiety. References: Abu-Rabia, S. (2004). Foreign Language Anxiety and Achievement. Bailey, K. (1983). Competitiveness and anxiety in adult second language learning: looking at and through the diary studies., Classroom-oriented research in second language acquisition. In H. Seliger & M. Long (Eds.). Brown, H., & Gonzo, S. (1995). Readings on Second Language Acquisition: Prentic Hall Regents. Davies, A., & Elder, C. (2004). The Handbook of Applied Linguistics: Blackwell Publishing Ltd. Ehrman, M. (1996). Understanding Second Language Learning Difficulties. California: Sag Publications, Inc. Ellis, R. The Study of Second Language Acquisition: Oxford University Press. Gaudry, E., & Spielberger, C. (1971). Anxiety and Educational Achievement: ohn Wiley and Sons Australia Pty Lty. Horwitz, E. (2001). Language Anxiety and Achievement. The modern Language journal. Horwitz, E., Horwitz, M., & Cope, J. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal, 70, 125-132. Koichi, S. (2003). Improving our students' speaking: using selective error correction and group work to reduce anxiety and encourage real communication. ERIC. MacIntyre, P., & Gardner, R. (1991). Investigating language class anxiety using the focused essay technique. Modern Language Journal, 75, 296±313. Scovel, T. (1978). The effect of affect on foreign language learning: A review of anxiety research. . Language Learning, 28, 129±142. Young, D. (1991). Creating a Low-Anxiety Classroom Environment: What Does Language Anxiety Research Suggest? The Modern Language Journal, 75, 426-439. Read More