Mistakes In English Language Summary

that their fellow students would evaluate them negatively. As Rakesh, a highly anxious student placed his viewpoint: “I like English, but don’t take part in speaking, because I’m so bad at speaking, and my friends will laugh at me.” Rakesh’s grievance highlights his concern with his social image and his pre-occupation with how his peers would perceive him. Another source of fear of negative evaluation was the belief that he should produce faultless sentences. This finding seems consistent with Gregersen’s (2003) suggestion that anxious learners tend to focus on form rather than content. All of these anxious students feared that mistakes in speaking activities would destroy their social image as able students. Fear of negative evaluation

When asked to participate in speaking tasks with the teacher only, without their fellow students listening to them, these anxious students were markedly more willing to participate and experiment with language. Apart from anxiety due to fear of negative evaluation from their peers, all anxious respondents compared their speaking skills negatively in relation with their peers. During my critical observation I also found that about thirteen students were not in a mood to engage themselves into speaking exercises at all. Despite my possible efforts they remained hesitant and back-benchers throughout. But on getting motivated on my part they attempted to speak and felt happy. They pleaded that they lacked vocabulary and techniques to form sentences; even they were uncomfortable in pronouncing English words. Also, they complained that they were not provided with such opportunities in other English classes and hence they could not practice speaking. Besides this, I was amazed to discover that eight students vindicated their right doses of worth in enthusiastic manner. They gladly participated in speaking exercises, and made my heart explode with

Psycholinguistic factors are factors that of anxiety originating from the learner himself. The Second Language learners, sense of self, self-esteem and self-perception. Sociolinguistic factors are factors of anxiety originating from the learners interaction with their environment like for example in the community and the learners classroom environment. Any apprehension, frustration or insufficiency experienced by the learner in any stage of language acquisition will inevitably lead to language anxiety thus leading to poor performance in the use of the second language. Anxiety on the part of the learner leads to anxious behavior. The learner if feeling anxious in the acquisition of a language will exhibit behavioral and physical manifestations such as avoidance behavior and blushing or uncontrollable nervousness. If the root of the anxiety is found, coping strategies by the learners and interventions by the language educator will both be helpful in alleviating