Beruflich Dokumente
Kultur Dokumente
Kenneth Williams
Japan
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Kleinmann (1977) found that the Spanish students who scored high
on the itemsdesigned to measure facilitating anxiety also used various
structures (such as infinitive complements and direct-object pronouns) in
English that other Spanish students in the same class tended to avoid.
The Arabic students showed similar tendencies, with the facilitating-
anxiety group tending to use the passive voice in English more frequently
than their peers. Kleinmann (1977) contends that some &dquo;second language
learners resort to an avoidance strategy that cannot be attributed to a
lack of knowledge of the avoidance structure&dquo; (p. 106). He concludes by
saying that anxiety, along with other affective characteristics, should be
researched further to help identify potential avoiders.
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If there is key that suggests why some people accept or perceive a lan-
a
guage-learning situation as anxiety provoking and therefore manifest the
above symptoms, it most likely is fear of failure (rejection) to meet the
demands set in the external element plus the perceived self-perpetuating
nature of this condition. Generally, this apprehension includes the fear
of failure in interpersonal relationships and/or negative self evaluation
because of task failure (McGrath, 1970).
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Using the above analysis as a guide, I will define anxiety in the for-
eign-language classroom as a response to a condition in which the exter-
nal element is or is perceived as presenting a demand that threatens to ex-
ceed the student’s capabilities and resources for meeting it. The accep-
tance of the situation as threatening then manifests itself as a psychologi-
cal emotion and/or a physiological response which acts as a distractor
that divides and diverts the student’s focus and therefore lowers the
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Discussion
The role of affect in general and anxiety specifically has been over-
looked for too long in the field of second/foreign-language. The key to
changing this situation and having researchers, administrators and
teachers acknowledge the existence and negative effects of foreign-lan-
guage anxiety is further research. This research could take many for-
mats ; however, a long-term study that would allow an evaluation of the
students’ foreign-language classroom anxiety and their progress in the
target language would be a very good one.
The FLCAS can be used or a situation-specific, culturally based
scale could be developed. Several methods are available for the develop-
ment of a culturally based scale. One way would be to adapt the question-
naire approach used by Matsumoto et al. (1988) to the formal language
setting. A second method would be to have students keep a diary study of
the anxiety they perceive during a semester (or longer) of studying a
foreign language. The results of studies like these could be evaluated and
ued to design a culturally based scale.
Another interesting study would be to, along with the FLCAS, ad-
minister a scale that would evaluate the students’ view of their language-
learning skills. In this way more information could be gathered on why
students find a situation like a language-learning setting anxiety provok-
ing.
References
Alpert, R., Haber, R. (1960). Anxiety in academic achievement situa-
&
tions. Journal
of Abnormal and Social Psychology, 61:207-21.
Backman, N. (1976). Two measures of affective factors as they relate to
progress in adult second-language learning. Working Papers in Bi-
lingualism, 10:100-22.
Chastain, K. (1975). Affective and ability factors in second-language ac-
quisition. Language learning, 25:153-61.
Crookes, G. and Schmidt, R. (1989). Motivation: Reopening the research
agenda. University of Hawaii Working Papers in ESL, 8:217-56.
Diener, C. I., & Dweck, C. S. (1978). An analysis of learned helplessness:
Continuous changes in performance strategy, and achievement
cognitions following failure. Journal of Personality and Social
Psychology, 36:451-62.
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