Self Esteem In Language Learning

5. Self-esteem

Self esteem has been addressed as an important factor in successful second language learning (Brown, 1973, 1987; Gardner & Lambert, 1972, Heyde-Parsons, 1983; Polland, 1991; Samimy, 1991). According to Brown (1987), no successful language learning can be carried out without "some degree of self-esteem, self-confidence, knowledge of yourself, and belief in your own capabilities for that activity" (p. 101). Brown emphasizes that healthy self-esteem allows learners to be less inhibited and to make the necessary mistakes involved in language learning with less threat to their ego. Heyde (1999) investigated the effects of three levels (global, situational, task) of self esteem on oral production of students enrolled in courses of

Second and foreign language learners might not take risks in certain situations because they judge their speaking ability in the target language to be so poor that not speaking is perceived as more rewarding than speaking up with the possibility of failure.

Beebe (1983) noted that fossilization, or the relatively permanent incorporation of certain patterns of errors, may be due to a lack of willingness to take risks. It is safe to stay within patterns that accomplish the desired function even though there may be some errors in those patterns. Therefore, those silent students may fall behind other active students because of their language ego and general self-esteem. If teachers give them proper encouragement to increase their self-confidence, they would like to learn a foreign or second language without fear of being wrong when they try to guess the new information they read. Johannessen (2003) proposed the following methods in order to give students confidence to learn:

1. Break instruction into small steps and provide short activities, chosen and sequenced by the teacher.

2. Cover material thoroughly and at a moderate pace, give plenty of practice, immediate clear feedback, and specific

A number of researchers (Bailey, 1983; Fields, 1978; Lincoln & Guba, 1985) see competitiveness as one of the language learning problems that the learners encounter in the classroom situation. They point out that language anxiety is caused and aggravated by the learners ' competitiveness comparing themselves with peer students rather than by any fear of negative response from the teacher. Bailey (1983) analyzed the diaries of eleven learners in a college Spanish class. She found that learners tended to be anxious when they compared themselves with other learners in the class. Also, she noted that learners ' anxiety decreased when they perceived themselves as becoming more proficient. Likewise, Lincolnn and Guba (1985) carried out a survey of language learning anxiety with 512 students in EFL classes. Their findings demonstrate that subjects felt nervous and withdrew when their English ability was not as good as that of their fellow