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INTRODUCTION
Traditionally, the focus of
research in second language
acquisition (SLA) has been primarily
on issues such as language pedagogy
(Grammar Translation method,
Audio-lingual, etc.), contents of
pedagogical instruction, and ways to
improve them. Consequently, the
implications of this research
remained restricted to the learning
and teaching of the language itself;
that is to say, to the cognitive domain
with little attention being paid to the
affective variables learners bring
with them into language classroom.
It was only in late twentieth century,
in the 1970s, that the SLA
researchers began to study the
significant role played by personally
and motivational variables in second
language acquisition (Shams, 2006).
In order to gain a holistic
understanding of his process,
learners affective variables need to
be taken into account to cater for
their needs and interests (Samimy,
1994). In addition, as the focus of
L2/FL instruction has shifted from
the narrow concern for developing
learners linguistic competence to the
need for communicative competence,
learners are challenged to be able to
relationship, or a positive
relationship (Pimsleur, Mosberg, &
Morrison, 1962, Backman, 1976,
Scovel, 1978: cited in 1999). More
Literature Review
Studies on Foreign Language
Anxiety
The academic literature has
offered a somewhat confusing
account of language anxiety.
Researchers have been unable to
draw a clear picture of how anxiety
affects language learning and
performance. Some researchers
reported a negative relationship
between language anxiety and
achievement, e.g. the higher the
anxiety, the lower the performance,
(Clement, Gardner, & Smythe, 1977,
1980: cited on Onwuegbuzie et al.,
1999). Others reported no
Shu-Feng Tseng: The Factors Cause Language Anxiety for ESL/EFL Learners in Learning Speaking
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Cultural differences
The difference of cultures
between that of the learners and
target language appeared to be an
important anxiety-producing factor.
The more uncertainty or
unfamiliarity with the target
language culture, the more it is likely
to be anxiety provoking because, as a
Pakistani male ESL/EFL practitioner
explained, You dont know how
others are going to interpret what
you say; with reference to your own
culture and background which could
be altogether different.
Furthermore, an Omani female
ESL/EFL practitioner stated, It is
cultural aspect that you lose face if
you say the wrong things. The use
of the term losing face, by the
participant supports Johns (2004)
view that language anxiety is a
concern of face in different cultures.
Similar to Jones(2004) findings
about culture as a casual factor in
Asian context, an experienced
female teacher stated, It is not
anxiety just about language but
differences in cultural practices.
Even in one-to-one interaction, it is
not clear to me how much I should
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language to learn.
5. Fear of foreigners and their
behavior.
Because of the importance
of English on tests for
advancement in
education and in society,
parents and teachers press
students to not only attain
their potential, but to
actually produce results
beyond their ability.
MacIntyre and Gardner
(1991) write: he anxious
student may be
characterized as an
individual who perceives
the L2 as uncomfortable
experience, who withdraws
from voluntary
participation, who feels
social pressures not to
make mistakes and who is
less willing to try uncertain
or novel linguistic forms?
(p.112).
Anxiety causes less
practice and production in
the language being learned,
thus hindering the
language learning process.
It is obvious that
overcoming anxiety can
improve language learning.
Both the language learner
and the teacher can be
instrumental in overcoming
learner anxiety.
Shu-Feng Tseng: The Factors Cause Language Anxiety for ESL/EFL Learners in Learning Speaking
Concentrate on the
message rather than on the
people. Do not worry
about what people may
think if you make a
mistake in the message you
are trying to communicate.
Instead concentrate on
producing a message to
make communication
successful.
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non-threatening
environment.
Incorporate
small-group activities,
role plays, and pair
work into your lessons.
D. Incorporate into the
lesson classroom
activities that indirectly
get the student to think
about their own anxiety,
the cause of it, and
possibly ways of
alleviating it.
E. To create a more
relaxed and
comfortable classroom
atmosphere, song
activities may be
introduced into the
lesson. In addition to
the common
fill-in-the-blank
listening activity,
formats such as
multiple-choice word
selection, spotting the
differences, arranging
the lines, strip lines,
and matching sentences
halves may be used.
Conclusion
English speaking
competence is a
complex skill that
needs conscious
development. It can
be best developed with
practice when students
Shu-Feng Tseng: The Factors Cause Language Anxiety for ESL/EFL Learners in Learning Speaking
References
Carrier, K. (1999). The Social
Environment of Second
Language Listening: Does
Status Play a Role in
Comprehension, The Modern
language Learning, Vol. 83(1),
pp. 65-79
Daly, J. (1991). Understanding
Communication Apprehension:
An Introduction for Language
Educators, in Howwitz, E. K.,
& Young, D.J. (eds.) language
Anxiety: From Theory and
Research to Classroom
Implications. Englewood
Cliff, NJ: Prentice Hall, pp.
3-14
Gobel, P., & Matsuda, S. (2003).
Anxiety and Predictors of
Performance in the Foreign
Language Classroom, Science
Direct Journal, Vol. 32(1), pp.
21-36
Horiz, E. K. (2001). Language
Anxiety and Achievement,
Annual review of Applied
Linguistics, Vol. 21, pp.
112-126
Horwitz, E. K., Horwitz, M. B., &
Cope, J. A. (1986). Foreign
Language Classroom Anxiety,
The Modern Language Journal,
Vol. 70(2), pp. 125-132
Jones, J. F. (2004). A Cultural
Context for Language
Anxiety, EA (English
Australia) Journal, Vol. 21 (2),
pp. 30-39
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Classroom Implications.
Englewood Cliffs, NJ: Prentice
Hall, pp.15-24.
Shamas, A. (2006). The Use of
Computerized Pronunciation
Practice in the reduction of
Foreign Language Classroom
Anxiety. Unpublished Ph.D.
Thesis, The Florida State
University.
Truitt, S. (1995). Anxiety and
beliefs about language
learning: A study of Korean
university students learning
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Young, D. J. (1990). An
investigation of Students
Perspectives on Anxiety and
Speaking, Foreign Language
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Young, D. J. (1991) The
relationship Between Anxiety
and Foreign Language Oral
Proficiency Ratings, in
Horwitz, E. K., & Young, D. J.
(eds.) Language Anxiety:
From Theory and Research to
Classroom Implications.
Englewood Cliffs, NJ: Prentice
Hall, pp. 57-64
Young, D. J. (1991). Creating a
low-anxiety classroom
environment: What does the
language anxiety research
suggest? Modern Language
Journal, 75, 426-437.
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