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Abstract:Affective factors play a significant role in SLA. It is universally acknowledged that anxiety, one of affective variables, has produced negative upon language learning. This paper examined the correlations between language anxiety and SLA. At the same time, it explored sources of students’ anxiety in second language learning. On this base, some strategies in pedagogies can be made.
Key words:SLA language anxiety pedagogies
Ⅰ.Literature review
1.Definition and classification of anxiety
Anxiety is a very important affective factor for the second language learning. Brown (1994) noted that anxiety has been studied in the psychological domain and it is associated with feelings of uneasiness, frustration, self-doubt, apprehension or worry. From the perspective of definition, anxiety is viewed negatively and it is also regarded as emotional disorder and a common emotional problem. Anxiety is, perhaps, the most pervasively obstructive factor in learning process. There are two kinds of anxieties from H.D.Brown(1987): trait anxiety(a predisposition toward feeling anxious)and state anxiety(anxiety produced in reaction to a specific situation).
2.Language anxiety
Language anxiety refers to the fear or apprehension occurring when a learner is expected to perform in the second or foreign language. In Oxford’s opinion, language anxiety is the main factor of those that affect the second language learning (Daimanchun, 2000).and Horwitz et al. (1986), identified three components of foreign language anxiety:(1)communication apprehension; (2)fear of negative social evaluation;(3)test anxiety.
Ⅱ.Anxiety in SLA
1.Source of anxiety
Young (1991) examined the language anxiety literature, and then discerned six general sources of language anxiety: ①personal and interpersonal anxieties;②learner beliefs about language learning;③instructor beliefs about language teaching;④instructor-learner interactions;⑤classroom procedures;⑥language testing.
2.Factors correlated with language anxiety
(1)Self-esteem
Unsuccessful language learners often have lower self-esteem than successful language learners(Price1991). Self-esteem consists of two interrelated aspects:①self-efficacy——confidence in one’s ability to think, learn, choose, and make appropriate decisions, and, by extension, to master changes and manage change——and②self-respect——confidence in one’s right to be happy and, by extension, confidence that achievement, success, friendship, respect, love, and fulfillment are appropriate for oneself.
Horwitz, Horwitz and Cope(1986) noted that foreign language learning can cause a threat to self-esteem by depriving learners of their normal means of communication, their freedom to make errors, and their ability to behave like normal people. Scarcella and Oxford (Scarcella and Oxford1992)also pointed that those with high self-esteem might handle their anxiety better than those with low self-esteem, resulting in better performance.
（2）Belief
Influenced by previous experiences as language learners, or shaped by their own cultural backgrounds, second language learners often hold different beliefs or notions about language learning (Horwotz, 1987).
Belief is one of the characteristics the learners hold about in the process of language learning. A growing body of evidence suggests that beliefs play a central role in learning experience and achievements. In a study of the relationship between individual difference variables and proficiency ratings for a large group of adults involved in intensive language training, Ehrman and Oxford(1995:79)report that“Believing that one can learn languages well was significantly correlated with proficiency in both speaking and reading.” Gremmo and Riley(1995:158)cite a number of recent reports which emphasize the central role of beliefs and representations about language and language learning play in determining behavior. Therefore, in second language learning, it is very important to hold a firm belief.3.The roles of anxiety in SLA
Language researchers hold different views about the existence or significance of anxiety in SLA. Horwitz(1990)stated that anxiety is only helpful for very simple learning tasks, but not with more complicated learning such as language learning. Scovel (1978) suggested that clear-cut results are made more difficult because anxiety can have two effects that cancel each other out, leading to facilitation in some cases and interferences in others. Brown(1994a) commented that it could well be that a little nervous tense in the process is a good thing. In a word, both too much and too little anxiety may hinder the process of successful second language learning.
Ⅲ.Pedagogical implication
1.Effects of anxiety on second language learning
It showed that the less anxious and more relaxed the learner is, the better language acquisition proceeds. MacIntyre and Gardner (1991) found that what the term lanugage anxiety’ (the anxiety specifically generated by attempts to learn the L2) was negatively and significantly correlated with L2 performance.
Also, MacIntyre and Gardner (1991) proposed a model, which accounts for the role that anxiety plays in SLA.
A model of the role of anxiety in language learning (based on MacInty And Gardner 1989a)
2.Anxiety reduction strategies
As mentioned above,anxiety reduction strategies became an extremely urgent task in second language teaching. Instructors need to change their roles to be facilitators instead of authoritative figures in language class and they are required to make efforts to help students to get rid of language learning of unnecessary anxiety. The objective in doing so is to create more effective language learning and to help students to cultivate interest and motivation in SLA.
There is another effective way to reduce anxiety in language class: humanistic approaches. Humanistic approaches emphasize the importance of the inner world of the learner and place the individual’s thoughts, feelings and emotions at the forefront of all human development. A number of different language teaching methodologies have arisen from humanistic approaches, which mainly include the silent way and community language learning. The silent way involves the teacher remaining as silent as possible while the learners are involved in learning; community language learning based on principles of counseling in which the learners sit in a circle as a community and decide what they want to say.
Ⅳ.Conclusion
In summary, anxiety is an important affective factor. It may act as a virtual barrier in SLA. Therefore, some strategies should be taken. In addition, since the study of anxiety in SLA is still young the future researchers need more investigations to learn and seek for more effective methods on SLA.
References:
［1］Susan, M. Gass
Key words:SLA language anxiety pedagogies
Ⅰ.Literature review
1.Definition and classification of anxiety
Anxiety is a very important affective factor for the second language learning. Brown (1994) noted that anxiety has been studied in the psychological domain and it is associated with feelings of uneasiness, frustration, self-doubt, apprehension or worry. From the perspective of definition, anxiety is viewed negatively and it is also regarded as emotional disorder and a common emotional problem. Anxiety is, perhaps, the most pervasively obstructive factor in learning process. There are two kinds of anxieties from H.D.Brown(1987): trait anxiety(a predisposition toward feeling anxious)and state anxiety(anxiety produced in reaction to a specific situation).
2.Language anxiety
Language anxiety refers to the fear or apprehension occurring when a learner is expected to perform in the second or foreign language. In Oxford’s opinion, language anxiety is the main factor of those that affect the second language learning (Daimanchun, 2000).and Horwitz et al. (1986), identified three components of foreign language anxiety:(1)communication apprehension; (2)fear of negative social evaluation;(3)test anxiety.
Ⅱ.Anxiety in SLA
1.Source of anxiety
Young (1991) examined the language anxiety literature, and then discerned six general sources of language anxiety: ①personal and interpersonal anxieties;②learner beliefs about language learning;③instructor beliefs about language teaching;④instructor-learner interactions;⑤classroom procedures;⑥language testing.
2.Factors correlated with language anxiety
(1)Self-esteem
Unsuccessful language learners often have lower self-esteem than successful language learners(Price1991). Self-esteem consists of two interrelated aspects:①self-efficacy——confidence in one’s ability to think, learn, choose, and make appropriate decisions, and, by extension, to master changes and manage change——and②self-respect——confidence in one’s right to be happy and, by extension, confidence that achievement, success, friendship, respect, love, and fulfillment are appropriate for oneself.
Horwitz, Horwitz and Cope(1986) noted that foreign language learning can cause a threat to self-esteem by depriving learners of their normal means of communication, their freedom to make errors, and their ability to behave like normal people. Scarcella and Oxford (Scarcella and Oxford1992)also pointed that those with high self-esteem might handle their anxiety better than those with low self-esteem, resulting in better performance.
（2）Belief
Influenced by previous experiences as language learners, or shaped by their own cultural backgrounds, second language learners often hold different beliefs or notions about language learning (Horwotz, 1987).
Belief is one of the characteristics the learners hold about in the process of language learning. A growing body of evidence suggests that beliefs play a central role in learning experience and achievements. In a study of the relationship between individual difference variables and proficiency ratings for a large group of adults involved in intensive language training, Ehrman and Oxford(1995:79)report that“Believing that one can learn languages well was significantly correlated with proficiency in both speaking and reading.” Gremmo and Riley(1995:158)cite a number of recent reports which emphasize the central role of beliefs and representations about language and language learning play in determining behavior. Therefore, in second language learning, it is very important to hold a firm belief.3.The roles of anxiety in SLA
Language researchers hold different views about the existence or significance of anxiety in SLA. Horwitz(1990)stated that anxiety is only helpful for very simple learning tasks, but not with more complicated learning such as language learning. Scovel (1978) suggested that clear-cut results are made more difficult because anxiety can have two effects that cancel each other out, leading to facilitation in some cases and interferences in others. Brown(1994a) commented that it could well be that a little nervous tense in the process is a good thing. In a word, both too much and too little anxiety may hinder the process of successful second language learning.
Ⅲ.Pedagogical implication
1.Effects of anxiety on second language learning
It showed that the less anxious and more relaxed the learner is, the better language acquisition proceeds. MacIntyre and Gardner (1991) found that what the term lanugage anxiety’ (the anxiety specifically generated by attempts to learn the L2) was negatively and significantly correlated with L2 performance.
Also, MacIntyre and Gardner (1991) proposed a model, which accounts for the role that anxiety plays in SLA.
A model of the role of anxiety in language learning (based on MacInty And Gardner 1989a)
2.Anxiety reduction strategies
As mentioned above,anxiety reduction strategies became an extremely urgent task in second language teaching. Instructors need to change their roles to be facilitators instead of authoritative figures in language class and they are required to make efforts to help students to get rid of language learning of unnecessary anxiety. The objective in doing so is to create more effective language learning and to help students to cultivate interest and motivation in SLA.
There is another effective way to reduce anxiety in language class: humanistic approaches. Humanistic approaches emphasize the importance of the inner world of the learner and place the individual’s thoughts, feelings and emotions at the forefront of all human development. A number of different language teaching methodologies have arisen from humanistic approaches, which mainly include the silent way and community language learning. The silent way involves the teacher remaining as silent as possible while the learners are involved in learning; community language learning based on principles of counseling in which the learners sit in a circle as a community and decide what they want to say.
Ⅳ.Conclusion
In summary, anxiety is an important affective factor. It may act as a virtual barrier in SLA. Therefore, some strategies should be taken. In addition, since the study of anxiety in SLA is still young the future researchers need more investigations to learn and seek for more effective methods on SLA.
References:
［1］Susan, M. Gass