Anxiety in second language learning

Anxiety in second language learning

• 1.
  Anxiety in SecondLanguage Learning Collected by Ahmed Hosny
• 2.
  It is adistinct complex of self-perceptions, beliefs, feelings, and behaviors related to classroomlanguagelearningprocess. What is the definition of learning anxiety?
• 3.
  Causesoflearninganxiety: .a.)Communicationanxiety .b.)Fearofnegativeevaluation .c.)Testanxiety d.)Anxiety intheEnglishclassroom (whichincludesteacherandteaching styles)
• 4.
  Communication Anxiety: • Most ofthe learners’ anxiety comes from their self- concept of ability. • They are also comparing their skills with native speakers of the target language, which lead to embarrassment and sham that they are not pronouncing exactly like the native speakers. • Of all the skills taught in the foreign language class, students perceive speaking ability the most important.
• 5.
   Speaking skillis usually the first thing that learners compare with that of peers, teachers, and native speakers.  Hence, learners’ low self perception of speaking ability is a cause or source of anxiety in second language learning.
• 6.
  • Fear ofnegative evaluation. Students’ fears are brought on by the environment of the foreign language classroom, where they are constantly being evaluated. • The evaluation from the only fluent speaker in the room, the teacher, is crucial to a second language student. • The evaluation or criticisms from peers is also a major cause of anxiety. FearofNegativeEvaluation:
• 7.
   Anxious learnersthought their skills in language were weaker than their peers’ and they were looking down at them.  They are afraid to speak out loud in front of the class, during speaking practice.  They would speak out loud and answer more questions if they were not afraid to give the wrong answer.
• 8.
  Testanxiety: • There isa great deal of students who experience test anxiety, when many grammar items must be remembered. • Many students report that knew the grammar but forgot it while taking the test. • Anxiety is produced when students remember, after the test, that they made a mistake and put down a wrong answer because of their nervousness during the test.
• 9.
  • Test anxietycan also be brought on by the question types that are on the test. • If the student has never seen that specific question format he or she might experience test anxiety during that test and futuretests. • In language testing, the greater degree of student evaluation and the more unfamiliar and ambiguous the test tasks and formats,the more the learneranxiety is produced.
• 10.
  Anxiety in theEnglish classroom: • The instructor can serve as a source of anxiety. • Some instructors think that intimidating their students will cause them to become motivated to learn the foreign language.
• 11.
   Instructors whobelieve their role is to correct students constantly when they make any error, who feel that they cannot have students working in pairs because the class may get out of control, who believe that the teacher should be doing most of the talking and teaching, and who think their role is more like a drill sergeant’s than a facilitator’s may be contributing to learner language anxiety.
• 12.
  • Use groupwork to give students practice saying new phrases before asking them to perform individually. • Acknowledge students' anxious feelings and help them realize that anxiety is a widespread phenomenon. • Encourage students to concentrate on communicative success rather than formal accuracy. • Ask yourself how it must feel to be a student in your language classroom from time to time. • Here is a few tips to follow to reduce anxiety:
• 13.
  Thanks for Listening