Second Language Anxiety Research Paper
Second Language Anxiety and Coping Strategies of BME and BFE Students of Philippine Normal University-Visayas
A THESIS
Presented to
Dr. Aina Radan
Philippine Normal University Visayas
Cadiz City,Negros Occidental
In Partial Fulfilment
Of the Requirements for Research I
Marvin C. Mateo Jr.
Joyce Lobaton
Melvin Amar
Eric Ibanez
John Paul Lagan
Kate Nicole Monteclaro
Neil Bryan David
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
1.1 Introduction
Confidently conversing in English as well as using the language to its maximum potential have and will always be a powerful advantage in being successful in the 21st century, highly globalized era. It is a prominent and observable reality that proficient English speakers have a clear advantage
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It is true that mastery of the language has no direct effect on their teaching performance as future teachers since the language has no direct affiliation with the lessons of their respective specialization, but mastering the language will contribute greatly with their developments professionally and academically. According to Krashen (1985), low motivation, low self-esteem, and debilitating anxiety can combine to 'raise' the affective filter and form a 'mental block' that prevents comprehensible input from being used for acquisition. In other words, when the filter is 'up' it impedes language acquisition. This study seeks to locate such affective filters in order to get to the root of their anxiety. Another part of the study will also consider the coping strategies that the students call on whenever they have to deal with their …show more content…
Their research statistically demonstrated the existence of second language anxiety, which many researches view to be worthy of empirical investigation. But it is to be noted that second language anxiety is not to be viewed in a linear manner but rather it can be better viewed according to varied perspectives as this is influenced by a variety of different factors, perspectives and approaches (Young, 1992). In their theory of Foreign Language Classroom Anxiety, Horwitz, Horwitz and Cope (1986) acknowledged the uniqueness of foreign language anxiety or ESL anxiety and introduced the Foreign Language Classroom Anxiety Scale (FLCAS) as an instrument to measure anxiety levels as evidenced by negative performance expectancies and social comparisons, psychophysiological symptoms, and avoidance
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