The specific purpose of the study was to investigate two potential sources of the anxiety of college learners of Japanese in oral practice. It is concluded that an individual student’s anxiety was higher he or she perceived his or her ability as lower than that of peers and native speaker. Based on the findings above it is obvious that language anxiety does influence language learning indirect or directly. There are various sources that trigger language anxiety among the second or foreign language students. These sources should be minimized to ensure students can learn better in foreign language classroom.
They define it as : the sensation of fear or even scare. They added that, anxious learners have dilemmas in concentration, forget a lot and suffer from perspiring and throb. In the same regard ; this view is supported by other researchers who considers students’ psychological experience of foreign language learning to be more important than language proficiency levels (e.g. Spieldmann & Radnofsky, 2001). Indeed, the consequences of Foreign Language Anxiety (FLA) may extend beyond the classroom to the point that those who pursue the study of a foreign language until graduation may actually never use the language again as a result of high levels of FLA (Dewaele, 2007).
(Aida,1994,Chastien,1975,MacIntyre and Garder1989,Philips,1992) have conducted several studies on language anxiety and its different effects on the learning performance. Indeed learning a foreign language is a complex and frightening experience because it requires concentration and motivated learners. From 1970’s till nowadays researchers are studying how anxiety affects language learning and the effects were trying to define the relationship between anxiety and foreign language ,their findings have shown that there is a negative relation between FL anxiety and the level of achievement . According to MacIntyre 1999 foreign language learning anxiety is “worry and negative emotional reaction aroused when learning or using a second language”
Based on the research works on foreign language reading and anxiety carried out in Thailand, the research in the area of anxiety and foreign language reading is still relatively little. This could imply that anxiety construct involving foreign language reading has been received little attention from researchers. The affective domain should be taken into account of foreign language reading to encourage language students to reach their goal. Therefore, this study regarding reading anxiety has been conducted to examine the level of students’ reading anxiety in foreign language at Graduate School of
Anxiety serves as a most important factor that affects learner’s ability. The role of anxiety in educational success emerged as a significant area of study after the mid-twentieth century. The phenomenon of anxiety has been widely recognized as one of the most important psychological phenomena that is experienced in many social or learning contexts and relates to fear, unpleasant, and worries. More and more attention has been drawn to the individual learner’s performance since 1970s. The learning that takes place within each individual can be attributed to their cognitive and affective sides of language learning.
Related Theories a. Foreign Language Anxiety (FLA) Horwitz et al (1986:128) stated that FLA is ‘’a distinct complex of self-perceptions, beliefs, feelings, and behaviours related to classroom language learning process arising from the uniqueness of the (foreign) language learning process’’. According to a research conducted by Professor Dr. Elaine Horwitz, between 30 up to 40 percents of language learners experience FLA. Ellis (2008) argued that this type of anxiety is prompted by specific set of conditions for example public speaking or participating in class. As cited in Tóth (2010:12), Sarason (1978, 1991) as well as Wine (1971, 1982) mentioned that people with high levels of anxiety have been found to differ from those low in anxiety with regard to their cognitive activity before and while performing in evaluative contexts, with anxious individuals tending to engage and become absorbed in self-preoccupying worry, i.e. distressing ruminations about how they are doing, how they are seen by others, their personal incompetence, implications of failure, etc.
Perry, C., Ball, I. and Stacey, E. (2004). Emotional intelligence and teaching situations: Development of a new measure. Issues in Educational Research, 14 (1), 29─43. 13. Taksić, V. (1998).
In addition, it has been found that when people with high communication apprehension do participate, their verbalizations are likely to differ from those of people with lower communication apprehension. For example, Powers (in press) has found that people with high communication apprehension include significantly more rhetorical interrogatives (i.e., you know, you see?, okay?) in their interaction than other people. Weiner (1973) and Wells (1970) found that when people with high communication apprehension do participate, their comments are likely to be irrelevant to the ongoing discussion. This has been explained as a function of wanting to avoid further interaction.
General Introduction 1. Statement of the Problem Affective factors have been introduced in the field of Second Language Acquisition (SLA) since the 1970s. This concerned notion has been taken into consideration and it was one of the most interesting phenomena in linguistics. The “new” dimension of emotion injected some agitation to know more about their influence on learners’ achievement in L2 learning. Accordingly, the affective state of learners, which contributes to success or failure in Foreign Language Learning (FLL), was given much more importance.
This study tries to find out the altitude of test anxiety particularly the pre-, during- and post-stages with a view to informing teachers the impact of anxiety and the related problems. In addition to this, the study also tries to find out the attitude of teachers towards test anxiety. I do believe that we should be aware of the level of learners' anxiety to help them lower their anxiety in order to prepare them a better condition pre, during and post exam conditions.as a result for doing the research we need case studies, then, in this study the researcher selects 80 male and 53female students from four colleges of Tamil Nadu,