You are on page 1of 12

Anxiety in Second Language Learning 1

Anxiety in Second Language Learning; Causes and Solutions

Jennifer Conway

EDU 380 Dr. Huang May 11, 2007

Anxiety in Second Language Learning 2 Anxiety in Second Language Learning; Causes and Solutions Learning a second language can be a frightful experience. The apprehension and pressure on students to perform well in the second language causes them anxiety that is specific to the second language classroom. Through the review of literature, this subject will be looked at in greater detail by investigating the research and the causes and solutions of anxiety in foreign or second language learning. Many people, who are good learners in other subject areas, can experience anxiety when learning a second language. This causes a mental block to new information. Researchers have been taking a look at this specific second language learning anxiety and what its causes are. The term specific anxiety reaction, according to Horwitz, E., Horwitz M., and Cope (1986), was given by psychologists to distinguish between anxiety that occurs only in specific situations and anxiety that people feel on a regular basis. Students and teachers feel that second language learning anxiety is a huge hurtle to get over when attempting to learn a language other than your own (p. 125). The term second language anxiety is used as an umbrella term for other more specific anxiety inducing situations. MacIntyre and Gardner (1991) found through a controlled laboratory setting that anxiety in interpersonal settings and associated with recall of vocabulary words and learning is communicative anxiety. Other types of anxiety include classroom anxiety, learning anxiety, state anxiety, test anxiety, and audience anxiety. Each depends on the type of anxiety that can occur within second language learning. MacIntyre and Gardner (1991) state that, This distinction between language anxiety and other forms of anxiety has been made for some time and is now

Anxiety in Second Language Learning 3 being recognized as a key issue in the understanding of the role of anxiety in language learning (p. 297). In the past, research on how anxiety correlates to second language learning and performance, results were spread out and proved nothing. However, recent improvements in measurement and a more accurate theory of language anxiety, have made for more productive research and according to Young (1991), a better understanding of its sources in the foreign and second language classroom (p. 426). MacIntyre and Gardner (1991) performed a study in which several different types of anxiety; test anxiety, audience anxiety, math class anxiety, and others, were closely looked at. A relationship was found where anxiety was related to second language performance (p. 297). Researchers have run into many problems and received varied results when attempting to quantify the effects of anxiety on foreign language learning. Horwitz et al. (1986) says that Scovel (1978) claims that scholars cannot find a definite relationship between anxiety and second language success because of the unreliability of anxiety measures used (p. 126). A model that shows how language anxiety is distinguished from other anxieties was formed by MacIntyre and Gardner (1991). They believe that second language anxiety is a specific response to anxiety within the second language classroom. They state that With repeat occurrences, anxiety becomes reliably associated with the language class and differentiated from the other contexts (p. 297). Differences between students who have more or less anxiety are followed back to see what caused the negative effects. The thoughts of the anxious individuals were negative and put themselves down. The less anxious could concentrate on the task better that the anxious because they did

Anxiety in Second Language Learning 4 not have such negative self-awareness as the others did. The results, according to Macintyre and Gardner (1991) are that the students can be aware that only in language class do they experience difficulty. This leads to the differentiation of language anxiety from other forms of anxiety and to the isolation of its effects in the second language context (p.297). Studies also show the effects of anxiety on language learning. Horwitz et al. (1991) states that Kleinmanns (1977) findings reveal that students with high levels of anxiety perused less difficult grammatical constructions than the less anxious students did (p. 126). Therefore, students under relaxed personal conditions are benefiting from the second language class more than the anxious students. During this period of anxiety students go through feelings of worry and dread, have trouble concentrating, sweat, experience heart palpitations, and become forgetful. These psycho-physiological symptoms hinder the language learning experience (Horwitz et al., 1986). There are many causes or factors that lead to second language learning anxiety. The first is fear of negative evaluation. Students fears are brought on by the environment of the foreign language classroom, where they are constantly being evaluated. The evaluation from the only fluent speaker in the room, the teacher, is crucial to a second language student (Horwitz et al., 1986). However, the evaluation or criticisms from peers is also a major cause of anxiety. Young (1991) found that anxious learners thought their skills in language were weaker than their peers and they were looking down at them. They are afraid to speak out loud in front of the class, during speaking practice. Kitano (2001) uses information from Youngs (1990) survey study in which students learning

Anxiety in Second Language Learning 5 Spanish said that they would speak out loud and answer more questions if they were not afraid to give the wrong answer. Another cause of foreign or second language learning anxiety is learners self perception of speaking ability in the target language. Horwitz et al. (1986) claims that most of the learners anxiety comes from their self-concept of ability. They are also comparing their skills with native speakers of the target language, which lead to embarrassment and sham that they are not pronouncing exactly like the native speakers. Of all the skills taught in the foreign language class, students perceive speaking ability the most important. Kitano (2001) argues that speaking skill is usually the first thing that learners compare with that of peers, teachers, and native speakers (p. 550). Hence, learners low self perception of speaking ability is a cause or source of anxiety in second language learning. A source of anxiety can also come from the fear of testing. There is a great deal of students who experience test anxiety. When many grammar items must be remembered, Horwitz et al. (1986) state that many students report that knew the grammar but forgot it while taking the test. Anxiety is produced when students remember, after the test, that they made a mistake and put down a wrong answer because of their nervousness during the test. Test anxiety can also be brought on by the question types that are on the test. If the student has never seen that specific question format he or she might experience test anxiety during that test and future tests. Young (1991) states that, In language testing, the greater degree of student evaluation and the more unfamiliar and ambiguous the test tasks and formats, the more the learner anxiety is produced (p.429).

Anxiety in Second Language Learning 6 Studying can cause test anxiety as well. Some students may study a lot if they received a poor grade on a previous test or are anxious about making mistakes on an upcoming test. If the material that the student studied is not what is on the test, fear and anxiety could produce. This may lead to studying avoidance. Horwitz et al. (1986) states that, Anxious students may avoid studying and in some cases skip class entirely in an effort alleviate their anxiety (p. 127). Anxious second or foreign language learners have trouble distinguishing between the target languages sounds and structure. When the target language is spoken by his teacher, a male student reported to only hear a loud buzzing sound (Horwitz et al., 1986). Also reported by Horwitz et al. (1986), many students, who experience foreign language learning anxiety, claim to understand little to none of the teachers output. Not being able to comprehend the target language is a major cause of anxiety. Finally, the instructor can serve as a source of anxiety. Contrary to research, some instructors think that intimidating their students will cause them to become motivated to learn the foreign language. Young (1991) describes it best by stating that: Instructors who believe their role is to correct students constantly when they make any error, who feel that they cannot have students working in pairs because the class may get out of control, who believe that the teacher should be doing most of the talking and teaching, and who think their role is more like a drill sergeants than a facilitators may be contributing to learner language anxiety. (p. 428) Teachers who engage in any of the above behavior should find a new career. The teacher in a second language classroom should not contribute to the already enormous stresses in the students language learning. The way in which mistakes are perceived by the

Anxiety in Second Language Learning 7 instructor could also add to students anxiety. Although some correction is needed in a second or foreign language classroom, it is the way in which the instructor corrects them. With most of the causes of anxiety in foreign language learning covered, those causes need solutions to help lower the students anxiety. Young (1991) suggests, Recognizing learner manifestations of anxieties related to speaking, negative evaluation, and foreign language learning- generated anxieties are important first steps in coping with language anxiety (p. 429). Teachers can help students who are experiencing anxiety to recognize their fears and physically write them down in a journal or notebook. They can share their anxieties within a support group or foreign language class to see that they are not alone in their fears. Teachers can also help students to approach the anxiety-proving situation in a more realistic way instead of avoiding the situation. Another method for reducing anxiety is to use an anxiety graph, which helps students to narrow in on the cause of their anxiety. Young (1991) explains how to use an anxiety graph, Students chart their level of anxiety to show that not every phase of an oral interaction produces an equal amount of anxiety (p. 430). Along with a teacher or counselor, students can analyze their graph. They can see where the highest point is and find a better approach to that anxiety induced situation. Students can also use this opportunity to express their feelings into writing. Journal Writing provides students with an outlet to their emotions, fears, realizations, and future plans (Young, 1991). Having students write focused essays as a solution to their anxiety is a theory developed by MacIntyre and Gardner (1991) in which it, forced the students to concentrate on their own reactions to events making a given type of experience highly salient to them (p. 297). The anticipated result is that the students view of themselves

Anxiety in Second Language Learning 8 will change. The whole essay will be entirely on the situation or perception that they want to alter. The examination of the situations in which anxiety is provoked will then be analyzed by the student through the completion of the essay. This, in turn, will help the students to better understand and cope with their specific anxiety induced situations. Well planned activities can also help to examine students fears of second language learning. Young (1991) speaks of a suggestion from Crookall and Oxford (1991) in which students participate in an activity called Agony Column. Students will take on three roles in this editorial imitation. The three roles are themselves, an agony aunt such as a Dear Abby, and a counselor. The students will first write letters to the agony aunt explaining their anxiety. They will then read each others letters and play the parts of the agony aunt by giving advise to the anxiety. Finally, the students will act as counselors. In small groups they will react to the replies and reliability of the given advice (Young, 1991). This is a good activity for higher leveled students who can read, write, and analyze in the target language. Participating in silent individualized reading can help students reduce anxiety by working at their own pace. MacIntyre, Knowles, and Clement (1997) suggest that, When reading, one may review a passage many times, recover any missed information, and gain confidence in ones interpretation without publicly acknowledging having trouble (p. 2800. Reducing learners anxiety can also be done by participating in a support group. In addition, they can work with a tutor to help strengthen those areas that the student is lacking in. Joining a language club can also be a good solution to second language learning anxiety. Submerging into the target language in a relaxed, un-graded environment might help students to become more motivated in their second language

Anxiety in Second Language Learning 9 learning. Young (1991) suggests learners participate in self-talk to motivate themselves into a situation where he or she experiences anxiety. Some examples of self-talk are, Just relax, I can do this, Take a deep breath, and so on. Teachers can help anxious learners with their study of the second language. Horwitz (1988) suggests teachers discuss with their students reasonable commitments for successful language learning and the value of some language ability if it is less than fluent (p.286). Second language teachers need to be sensitive to their students needs and fears. Becoming a facilitator of learning can help the student as well as the teacher. His or her responsibility will be to provide students with comprehensible output and opportunities to communicate in the target language inauthentic situations with authentic materials (Young, 1991). Finally, another solution to students anxiety is that instructors re-evaluate their teaching beliefs. Young (1991) suggests that instructors videotape themselves to help them to take an outside look at their teaching style and the reaction of the class as well as individual learners. Another valuable tool for teachers is to become involved in conferences, workshops, and panels to keep up-to-date with new teaching philosophies, practices, and research (Young, 1991). Research within the field of second language learning anxiety is becoming more wide spread and accurate. With this research the underlying causes of anxiety will be more apparent and with that comes more solutions that can be carried out in the second or foreign language classroom.

Anxiety in Second Language Learning 10 References Horwitz, E.K., Horwitz, M.B., & Cope, J. (1986). Foreign language Classroom Anxiety. [Electronic version]. The Modern Language Journal, 70 (2), 125-132. Kitano, K. (2001). Anxiety in the College Japanese Classroom. [Electronic version]. The Modern Language Journal, 85 (4), 549-566. MacIntyre, P.D., & Gardner, R.C. (1991). Investigating Language Class Anxiety Using the Focused Essay Technique. [Electronic version]. The Modern Language Journal,75 (3), 296-304. MacIntyre, P.D., Noels, K.A., & Clement R. (1997). Biases in Self-Ratings of Second Language Proficiency: The Role of Language Anxiety. [Electronic version]. Learning Language, 47 (2), 265-287. Young, D.J. (1991). Creating a Low-Anxiety Classroom Environment: What Does Language Anxiety Research Suggest?. [Electronic vesion]. The Modern Language Journal, 75 (4), 426-439.

Anxiety in Second Language Learning 11

Anxiety in Second Language Learning 12

You might also like