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.
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,
It is the later which concerns me as it has negative effects on students’ oral performance. There have been identified three components of foreign language anxiety (Horwitz, Horwitz and Cope, 1986): communication apprehension, test anxiety, and fear of negative evaluation. Communication apprehension refers to learners that do not feel comfortable when they speak in front of others, and also have problems in speaking and listening skill. Regarding test anxiety, it refers to “an apprehension over academic evaluation” (MacIntyre & Gardner, 1989, p. 42). This helps teachers to identify the source of anxiety and by doing so they can use strategies to reduce
• In Session 9, the child practices the newly learned skills in nonstressful, low-anxiety situations that begin with imaginary experiences and progress to real-life exposure. Practice includes therapist modeling and role-plays. • In Sessions 10 to 13, the child is exposed to imaginary and real situations that cause increasing levels of anxiety. • In Sessions 14 and 15, children practice in high-stress, high-anxiety situations. • The final session is used to discuss the therapy experience, to review the skills, and to encourage the child to think about how to apply the skills in everyday
If the students are anxious in class they will not be full engaged. Horwitz, et al (1986) state that foreign language anxiety has been found to have possible effects on academic achievement, (e.g. lower course grades), cognitive process, (e.g. difficulties in producing the language), the social context level (e.g. less communication), and the reaction for the language learner (traumatic experiences).
Teachers have the power to determine whether their classroom will be a caring atmosphere or an authoritarian environment for the students. Teachers need to curb their ego and model empathy, positive attitude, and leadership skills. She believes that if teachers use positive attitudes when dealing with difficult students, the students will respect the teacher more; therefore, the students will have better behaviors. Showing empathy toward the students will result in the student feeling like someone understands them. Creating relationships with students helps them feel safe in their environment and comfortable talking to the teacher.
Smile: I know it’s funny just standing there and smiling when you have a task ahead of you but the studies show smiling increases positive emotions and decreases negative thus reducing anxiety. It also helps heart and leads to a better circulatory system. III. Self-talk: Self-talk is one the best ways to reduce anxiety. When we are a in a situation that triggers anxiety in us, we often don’t use systematic thinking but when we self-talk we put our thoughts in order and understand every aspect of a situation and come out with a better solution that helps us deal with anxiety.
Though the analyzing above, it was obvious that all various anxiety exerted positive influence on academic performance motivation, learning situation motivation, external requirement motivation, personal development motivation and information media motivation, which indicated that proper anxiety does good for students in English learning motivation. Moreover, since inner interest motivation had significant negative relation with communication apprehension anxiety and the fear of negative evaluation anxiety, English teachers are supported to look further about English majors’ interest and find out what can stimulate them to study English. In addition, through questionnaires, it could be found that most of students were favor of English movies and songs and they were willing to improve their English to help them gain a better feeling and understanding of English foreign countries culture. Hence, for English teachers, all of those factors should be taken into consideration in English
SIGNIFICANCE OF THE STUDY If a student is assertive it will promotes self-confidence, students can make better decisions for themselves. It maximizes your sense of control of their life and their emotions as they learn to appropriately express their concerns instead of bottling up those concerns. This study will also help student’s awareness before they can make changes in themselves they have to know what there is to work with. Becoming self-aware is about the process of understanding oneself. This can help student leaders, especially if you tend to take on too many responsibilities because you have a hard time saying nonassertive communication is direct and respectful.
Research reveals different sources that cause language anxiety. Horwitz et al. (1986) referred to three primary language performance anxieties: ‘communication apprehension’, ‘social evaluation’, and ‘test anxiety’. Six sources have been identified by Young (1991) including anxieties of personal and interpersonal, teacher-student interaction, teachers’ beliefs about language learning, students’ beliefs about language learning, procedures of classroom and testing. Lui (2006:23-25) investigated the causes of anxiety among 98 Chinese EFL learners during their English oral classes.