Language Anxiety Essay

Learning and t distri only ifivelying a vocabulary advise be considered by many as a real challenging and demanding task ascribable to what the process itself implies. Could you imagine how each language learner flavours when he/ she is asked to perform an activity or effective to speak in front of the class? Some of them lead feel very comfortable scarce what about those whose hearts often pound up really hard, break out in a cold elbow grease and find it difficult to catch their breath. The disorders introduced previously corresponds to what a considerable amount of m stary of foreign language learners face whenever they argon asked to do roughlything in the schoolroom known as apprehension, a term linked to an unpleasant vox populi but which can also be face-saving when learning a language. To begin with, worry in the language learning is considered as cardinal of the most important affective factors, which has been studied since the 1970s. It is important to know what anxiety is, in planetary terms anxiety is a psychological bring in that is describe as a state of apprehension, a vague solicitude that is only indirectly associated with an object (Hilgard, Atkinson, & Atkinson, 1971).It can also be specify as a subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the self-loading nervous system (McIntyre & Gardner, 1994) or in simple words it is described as a feeling of nervousness or worry. But make a relationship between language and anxiety it is found that harmonise to what McIntyre (1999) stated, language anxiety is the worry and electronegative emotional reaction affected when learning a bite language. Secondly, anxiety has been found to be a negative feeling but helpful in whatever elans when learning a language. According to Hortwitz (1986) facilitating or helpful anxiety motivates learners to meshing the new learning task, making them to expend extra efforts to chastise the ir feelings of anxiety. This subject of positive anxiety is necessary since scholars who are not anxious low any condition get out feel too relax and they will not even care about their learning process which will cause them to fail at learning a language. For example, a student who feels anxious but he uses it positively as a way to motivate him to pass the course and learn the target language successfully will obtain excellent results.However, there is a probable put on the line that is helpful anxiety can easily become harmful anxiety. It is claimed that one third of students learning a foreign language experience some kind of anxiety (Horwitz, et al., 1986). Students facing anxiety is a real and cat valium phenomenon that takes place in the classroom which is normal and helpful at some point but when the level of anxiety starts increasing without any overcome it will be very harmful so that students should be very careful and recognize the anxiety and do something positiv e about it forrader they react to this negative anxiety in a very negative way. What is more, according to some experts as the one mentioned previously Horwitz stated that helpful anxiety occurs only in the accomplishment of simple learning tasks, but not with more complicated learning such as language learning.Lastly, the type of anxiety is an issue that should be identified in the classroom and overcome possible difficulties related to it. Teachers can identify anxiety due to the fact that most of the time when anxiety takes place there are very observable evidence such as physical symptoms, general avoidance or physical actions but what sometimes is difficult for educators is to accept in the language learning. Some suggestions have been made for teacher to overcome anxiety such as being supportive, promote students to relax by means of music or games, using fair tests, providing meaningful activities, giving meaningful rewards, being clear about classroom goals, helping stud ents to assess their performance, encouraging risk taking and creating a comfortable environment among others.To conclude, it must be said that learning a language implies many affective factors but anxiety is one of the most relevant and an inevitable feeling among second language learners. The matter is Do my students know how to identify anxiety symptoms and do something positive about it? What is more Do I know what to do to diminish language anxiety? When learning a language the answers to these questions can be the difference. To ignore language anxiety within a classroom is not the solution it will just drive to failure.ReferencesHilgard, E. R., Atkinson, R. C., & Atkinson, R. L. (1971). Introductionto psychology (5thed.). New York Harcourt.Horwitz, E. K., Horwitz, M., & Cope, J. (1986). Foreign language classroom anxiety. Modern Language Journal, 70(1), 125-132.MacIntyre, P. D., & Gardner, R. C. (1994). The perspicacious effects of language anxiety on cognitive processing in the second language. Language Learning, 44, 283-305.Robertson, P & Adamson, J (2011). Language Learning Strategies, Beliefs, and Anxiety in Academic Speaking Task. The Philippine ESL Journal, (7), 95-100. Retrieved from http//www.philippine-esl-journal.com/Volume-7.pdf