Anxiety In Foreign Language

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Listening is one of the most important skills for FL (foreign language) learners. Research shows that an effective learner must be able to participate and to act in the listening process within a low-anxiety classroom environment. The first step is to find the effects of anxiety on listening, and the next is to realize the causes of LC anxiety and suggest best solutions. Individual difference variables such as aptitude, motivation, emotion and learning strategies have been recognized to have a significant influence on foreign language (FL) learning (Dornyei & Skehan, 2003). Anxiety is a specific change which effects an important role in learning. Even though all of us experienced it, it is difficult to define anxiety (Brown, 2000). As Scovel…show more content…
FL anxiety differs from other types of anxiety and has unique components limited to the FL context (MacIntyre & Gardner, 1991). Many students feel more anxious about foreign language classes than about any of their other classes (Horwitz, Horwitz & Cope, 1986). MacIntyre and Gardner (1994) described Foreign language anxiety (FLA) as ‘‘the feeling of tension and apprehension specifically associated with second language contexts, including speaking, listening and learning” (p. 284). It has been a long time that researchers are studying the cause and effects of general FLA. However, in more recent studies, it has been emphasized by some researchers that FLA has different facets such as speaking, writing, reading, and listening anxieties. It has been recognized that some learners experience FLA in general while others experience it when they want to perform specific skills. Thus, several researchers have…show more content…
It is assumed that listening ability will develop through exposure to the language. Fortunately, recently listening is allotted more attention than before. Being an effective listener needs contributes learners in the listening process within a low anxiety classroom environment. “The anxiety that accompanies the listening comprehension (LC) task is difficult to define, but potentially one of the most debilitating, because in order to interact verbally the listener must first understand what is being said” (Vogely, 1998). Foreign language listening anxiety (FLLA) is the sort of anxiety experienced by language learners in positions that require listening. Recently, a number of researches on the listening skill address students’ problems with this aspect of foreign language learning (e.g., Bekleyen, 2007; Goh, 2000; Graham, 2006). Young (1990) and Phillips (1992) showed that there was a significant negative correlation between anxiety and oral performance (especially in front-of-the-class activities). Arnold (2000) study showed that reduction of anxiety has a positive influence on the student’s listening comprehension. Gregersen and Horwitz (2002) chose eight high school teacher candidates as interviewees in their examination of the relationship between foreign language anxiety and perfectionism. Their findings included a link between language anxiety and perfectionism.

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