Language Anxiety Affects Academic Achievement

Language Anxiety

Introduction

Language anxiety affects the academic achievement and it becomes the fundamental issue that teachers and students needs to overcome. However, people often feel anxious and scared when facing or learning the language, without realizing the existence of language anxiety, especially when students approaching the foreign language. Anxiety experienced in the intimacy of foreign language learning is specific and unique (Horwitz et al., 1986; MacIntyre and Gardner, 1989), which is a heterogeneous, multidimensional phenomenon (Young, 1991). Students in language classes may encounter in negative self-criticism, contemplating a poor performance,

And eventually result in a decrease of ability in cope with the stressful situation. Students give themselves a lot of pressure and with a rise in the study hours, try to have a better achievement in the exam. However, their level of outcome did not reflect that effort (Liu,2006).

Methodology of Language Anxiety

There are four methodologies to soothe the language anxiety.

First, the relaxation coping strategies, which includes taking a deep breath, trying to relax. Students can cheer themselves with positive quotes such as “take it easy”, and try to have a sense of relief (Kao & Craigie,2013).

Second, positive coping strategies, which contains trying to be confident and have optimistic thoughts in mind. Moreover, teachers can evaluate students’ poor performance in a more positive way (Kao & Craigie,2013). Giving encouragements in their achievement and progress, a constructive explanation of the failure will help them to build courage (Dörnyei, 2007).

Third, peer seeking coping strategies, which includes chatting with friends and seeking support from friends and classmates in surrounding (Kao &

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