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Language Learning and Perfectionism: Anxious and Non-Anxious Language Learners' Reactions to their own oral performance. Author(s): Tammy Gregersen and Elaine K. Horwitz. Use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use.
Language Learning and Perfectionism: Anxious and Non-Anxious Language Learners' Reactions to their own oral performance. Author(s): Tammy Gregersen and Elaine K. Horwitz. Use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use.
Language Learning and Perfectionism: Anxious and Non-Anxious Language Learners' Reactions to their own oral performance. Author(s): Tammy Gregersen and Elaine K. Horwitz. Use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use.
Language Learning and Perfectionism: Anxious and Non-Anxious Language Learners' Reactions
to Their Own Oral Performance
Author(s): Tammy Gregersen and Elaine K. Horwitz Source: The Modern Language Journal, Vol. 86, No. 4 (Winter, 2002), pp. 562-570 Published by: Blackwell Publishing on behalf of the National Federation of Modern Language Teachers Associations Stable URL: http://www.jstor.org/stable/1192725 Accessed: 20/11/2008 08:00 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/action/showPublisher?publisherCode=black. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit organization founded in 1995 to build trusted digital archives for scholarship. We work with the scholarly community to preserve their work and the materials they rely upon, and to build a common research platform that promotes the discovery and use of these resources. For more information about JSTOR, please contact support@jstor.org. National Federation of Modern Language Teachers Associations and Blackwell Publishing are collaborating with JSTOR to digitize, preserve and extend access to The Modern Language Journal. http://www.jstor.org Language Learning and Perfectionism: Anxious and Non-Anxious Language Learners' Reactions to T h eir O w n O ral Performance T AMMY GREGERSEN Universid ad d e Atacama Copayapu 485 Copiapo Ch il e Email : T gregersen ed ucatio.ud a.cl ELAINE K. HO RWIT Z Foreign Language Ed ucation SZB 528 University of T exasat Austin Austin, T X 78712 Email : Horw itz@mail . utexas. ed u T h isinterview stud y sough t to cl arify th e rel ationsh ip betw een foreign l anguage anxiety and perfectionism. T h e comments of anxious and non-anxious l anguage l earnersw ere aud iore- cord ed as th ey w atch ed th emsel ves interact in a vid eotaped oral interview . By examining th e reactions of th e l anguage l earnerstoth eir actual oral performance and anal yzing th e aud io- tapes for instances of perfectionism, evid ence w as gath ered suggesting th at anxious and non-anxious l earnersd iffer in th eir personal performance stand ard s, procrastination, fear of eval uation, and concern over errors. Because th e resul tsof th is stud y ind icated a l ink betw een l anguage anxiety and perfectionism, th e articl e end sw ith a d iscussion of proced ures th at h ave been used to overcome perfectionism and l anguage l earners. LANGUAGE T EACHERS AND RESEARCHERS h ave been interested in th e ph enomenon of for- eign l anguage anxiety for a number of years. Hor- w itz, Horw itz, and Cope (1986) argued th at for- eign l anguage anxiety isa specificsynd rome th at may be rel ated toth ree w el l -know n anxietiesasso- ciated w ith first l anguage use and everyd ay l ife. T h ese are: communication appreh ension, fear of negative eval uation, and test anxiety. Communica- tion appreh ension refers toan ind ivid ual 's d is- comfort in tal king in front of oth ers. In th e foreign l anguage context, Horw itz, Horw itz, and Cope (1986) contend ed th at th e mismatch betw een for- eign l anguage stud ents' mature th ough ts and th eir immature foreign or second l anguage profi- ciency resul tsin sel f-consciousnessand anxiety in some ind ivid ual s. T h e inabil ity to express onesel f T h e Mod ern LanguageJournal 86, iv, (2002) 0026-7902/02/562-570 $1.50/0 ?2002 T h e Mod ern LanguageJournal th at may al so be h el pful to anxious foreign ful l y or tound erstand w h at anoth er person says can easil y l ead tofrustration and appreh ension given th at th e appreh ensive communicator is aw are th at compl ete communication isnot possi- bl e and may be troubl ed by th is prospect. In th e case of foreign or second l anguage l earning, fear of negative eval uation is l ikel y tobe manifested in a stud ent's overconcern w ith aca- d emicand personal eval uationsof h isor h er per- formance and competence in th e target l anguage (MacIntyre & Gard ner, 1991). Al th ough it isaxi- omaticth at l anguage l earning cannot occur w ith - out errors, errorscan be th e source of anxiety in some ind ivid ual sbecause th ey d raw attention to th e d ifficul ty of making positive social impres- sionsw h en speaking a new l anguage (MacIntyre & Gard ner, 1989). Peopl e w h o are h igh l y con- cerned about th e impressions th at oth ersformof th emtend tobeh ave in w ays th at minimize th e possibil ity of unfavorabl e eval uations. Like com- munication-anxious ind ivid ual s, peopl e w h ofear T ammy Gregersen and El aine K Horw itz negative eval uation rarel y initiate conversation and interact minimal l y. Language stud ents w h o experience th is anxiety tend tosit passivel y in th e cl assroom, w ith d raw fromactivitiesth at coul d in- crease th eir l anguage skil l s, and may even avoid cl ass entirel y (El y, 1986; Gregersen, 1999/2000; Horw itz, Horw itz, & Cope, 1986). T h e construct of test anxiety al soseems rel e- vant to a d iscussion of th e anxious foreign or second l anguage l earner. Some l earners may in- appropriatel y view foreign or second l anguage prod uction asa test situation rath er th an asan opportunity for communication (Horw itz, 1986). Al th ough th e constructsof communication ap- preh ension, fear of negative eval uation, and test anxiety h ave proven useful in und erstand ing th e nature of foreign l anguage anxiety, rel ativel y l ittl e is know n about th e rel ationsh ips betw een and among foreign l anguage anxiety and oth er per- sonal ity ch aracteristics. Und erstand ing th ese rel a- tionsh ips w oul d h el p teach ersbetter und erstand th e experience of uncomfortabl e l anguage l earn- ersand point tobetter w ays to h el p th ese stud ents. T h isarticl e w il l , th erefore, examine th e rel ation- sh ip betw een foreign l anguage anxiety and a l ogi- cal l y rel ated personal ity construct, perfectionism. Communication appreh ension, fear of negative eval uation, and test anxiety evoke an image of a l anguage l earner w h ois overl y concerned w ith th e "appearance" of h is or h er communication at- tempts. Like anxious foreign l anguage l earners, perfectionists set excessivel y h igh stand ard sfor performance accompanied by overl y critical sel f- eval uations (Frost, Marten, Lah art, & Rosenbl ate, 1990). With respect to l anguage l earning, perfec- tionist stud entsw oul d not be satisfied w ith merel y communicating in th eir target l anguage-th ey w oul d w ant to speak fl aw l essl y, w ith no grammati- cal or pronunciation errors, and as easil y asa na- tive speaker. Rath er th an d emonstrating l ess-th an- perfect l anguage skil l sand exposing th emsel vesto th e possibl e negative reactions of oth ers, perfec- tionist l anguage l earnersw oul d l ikel y prefer tore- main sil ent, w aiting until th ey w ere certain of h ow to express th eir th ough ts. Such impossibl y h igh performance stand ard s create th e id eal cond i- tionsfor th e d evel opment of l anguage anxiety. Based on Pach t's (1984) conceptual ization, Broph y (1999) catal ogued a number of symp- tomsof perfectionism in stud entsth at seemtobe counterprod uctive to l earning of any kind and especial l y sofor l anguage l earning: [1] performance stand ard sth atare impossibl y h igh and unnecessaril y rigid ; 563 [2] motivation more fromfear of fail ure th an from pursuit of success; [3] measurement of one's ow n w orth entirel y in termsof prod uctivity and accompl ish ment; [4] al l -or-noth ing eval uations th at l abel anyth ing oth er th an perfection as fail ure; [5] d ifficul ty in taking cred itor pl easure, even w h en success is ach ieved , because such ach ievement is merel y w h atis expected ; [6] procrastination in getting started on w ork th at w il l be jud ged ; and [7] l ong d el ays in compl eting assignments, or repeat- ed l y starting over on assignments, because th e w ork mustbe perfect fromth e beginning and continue to be perfect asone goes al ong. (p. 1) O th er symptoms commonl y observed in per- fectionist stud ents incl ud e an unw il l ingness to vol unteer to respond to questions unl ess th ey are certain of th e correct answ er, overl y emotional and "catastroph ic" reactions to minor fail ures, and l ow prod uctivity d ue to procrastination or excessive "startovers." Al th ough perfectionism is intuitivel y recog- nized by many teach ers and h el ping profession- al s, psych ol ogists h ave tend ed to consid er it in association w ith oth er psych ol ogical traits. Pach t (1984) argued th at perfectionismpl ays a promi- nent rol e in several forms of psych opath ol ogy, and several th eoristsbel ieve th at it isa l ess exag- gerated formof obsessive-compul sive d isord er (O CD) (Mal l inger, 1984; McFal l & Wol l ersh eim, 1979; Pittman, 1987a, 1987b; Sal zman, 1968).1 Recentl y, h ow ever, several research ers h ave raised th e possibil ity th at perfectionism, l ike anxiety, can itsel f be an important source of poor sch ool performance. In h is book, T each ing Probl emStu- d ents, Broph y (1996) argued : Perfectionists sh ow unsatisfactory ach ievement pro- gress because th ey are more concerned about avoid - ing mistakesth an about l earning. T h ey are inh ibited about cl assroom participation and counterprod uc- tivel y compul sive in th eir w ork h abits. (p. 112) Read ers famil iar w ith th e l iterature on foreign l anguage anxiety are l ikel y tonotice a number of paral l el s fromit to th ese d escriptions of perfec- tionism. It is important tonote th at asfor anxious l anguage l earners, th e successof perfectionists is often imped ed because th ey spend th eir energy avoid ing mistakesrath er th an focusing on l earn- ing. Not onl y d o th ey refrain fromcl assroom par- ticipation, but th ey al so ind ul ge in compul sive beh aviors th at negativel y infl uence th eir w ork h abits (Broph y, 1999). Broph y's d escriptions of perfectionists evoke several itemson th e Foreign Language Cl assroom Anxiety Scal e (FLCAS; Hor- w itz et al ., 1986), an instrument used to id entify 564 l anguage-anxious stud ents. Anxious foreign l an- guage l earners agree w ith statements such as, "Even if I amw el l prepared for l anguage cl ass, I feel anxious about it." "T h e more I stud y for a l anguage test, th e more confused I get." "I get nervousw h en I d on't und erstand every w ord my l anguage teach er says." "I al w ays feel th at th e oth er stud ents speak th e foreign l anguage better th an I d o." Conversel y, anxious foreign l anguage stud ents d isagree w ith statementssuch as, "I d on't feel pressure to prepare very w el l for my l anguage cl ass." And "I d on't w orry about making mistakes in l anguage cl ass"(Horw itz et al ., pp. 129-130) Broph y's (1999) suggestion th at perfectionist stud ents set overl y h igh performance stand ard s th at are accompanied by a fear of fail ure is re- fl ected in Macl ntyre and Gard ner's anxiety mod el (1991): T h us, foreign l anguage anxiety isbased on negative expectations th at l ead to w orry and emotional ity. T h isl ead sto cognitive interference from sel f-d eroga- tory cognition th at prod ucesperformance d eficits. Poor performance and negative emotional reactions reinforce th e expectations of anxiety and fail ure, fur- th er anxiety being a reaction toth is perceived th reat. (p. 110) Al th ough th e preced ing anal ogy betw een for- eign l anguage-anxious and perfectionist stud ents is appeal ing, no stud y h asexamined th e connec- tion betw een th ese tw o traits. T h is interview stud y, th erefore, sough t to cl arify th e interaction of l anguage anxiety and perfectionism in a group of l anguage l earners. Specifical l y, w e attempted to id entify instances of perfectionism in anxious l anguage l earners and confirmth at such reac- tions are l ess preval ent in non-anxious l earners. T h us, in ord er toexamine th e rel ationsh ips be- tw een perfectionism and l anguage anxiety, th e comments of anxious and non-anxious l anguage l earners w ere aud iorecord ed as th e stud ents w atch ed th emsel ves participate in a vid eotaped oral interview , and th e aud iotapes w ere examined for instancesof perfectionism. By h aving th e par- ticipants review th eir vid eotaped interview s, th is stud y al so examined th e reactions of l anguage l earners toth eir actual oral performance, a sec- ond area th at h asnever before been expl ored . MET HO DO LO GY Participants For th isinterview stud y, th e research erssel ected 8 stud entsfroma l arger group of 78 stud entsw h o w ere enrol l ed in second -year Engl ish l anguage T h e Mod ern Language Journal 86 (2002) cl assesat th e Universid ad d e Atacama in Ch il e and w h ow ere participating in a quantitative stud y ex- pl oring th e rel ationsh ips betw een perfectionism and foreign l anguage anxiety. T h is sampl e con- sisted of th e 4 most anxiousand th e 4 l east anxious participants in th e l arger stud y accord ing toth eir scoreson th e FLCAS. T abl e 1 d ispl ays th e mean FLCAS scoresfor th e 78 participants in th e quanti- tative stud y and th e scoresfor th e 8 ind ivid ual s par- ticipating in th e stud y reported h ere. T h e 8 participants w ere second -year stud entsin th e Engl ish Ed ucation program at th e Universi- d ad d e Atacama. T h ey h ad compl eted at l east 6 years of second ary Engl ish l anguage stud ies be- fore entering th e university th e previousyear, and th ey w ere preparing tobecome h igh sch ool En- gl ish teach ers. O f th e 8 participants, 7 w ere fe- mal e and 1 w asmal e (h igh -anxious stud ent No. 3). T h is gend er ratioof 1:8 w asconsistent w ith th e general popul ation of stud entsin th e Engl ish Ed ucation program at th e Universid ad d e Ata- cama. In ad d ition, 7 of th e participants w ere of typical university age and 1 (l ow -anxiousstud ent No. 3) w asa returning ad ul t stud ent. After com- pl eting th e FLCAS, th e 8 stud entsw ere asked to participate in th e interview ph ase of th e stud y, and al l agreed . Proced ures T h e interview stud y reported h ere consisted of tw o ph ases. In th e first ph ase, participants w ere vid eotaped in a one-on-one oral interview d e- signed toel icit a sampl e of th eir conversational Engl ish abil ity. T h e oral interview s, cond ucted by th e first auth or, l asted about 5 minutes d uring w h ich th e participants w ere asked to respond in Engl ish tocommon conversational prompts: T ABLE 1 FLCAS Scores Mean FLCAS Score 58.28 Stand ard Deviation 14.81 High -Anxious Stud ent No. 1 34 High -Anxious Stud ent No. 2 37 High -Anxious Stud ent No. 3 41 High -Anxious Stud ent No. 4 41 Low -AnxiousStud ent No. 1 101 Low -AnxiousStud ent No. 2 100 Low -AnxiousStud ent No. 3 97 Low -AnxiousStud ent No. 4 92 Note. Low scores represent h igh anxiety; h igh scores represent l ow anxiety. T ammy Gregersen and El aine K Horw itz 1. Wh ere are you from? 2. T el l me about your famil y. 3. How d o you cel ebrate Ind epend ence Day? 4. Wh ere d o you go and w h at d o you d o on vacation? 5. How d o you normal l y spend your w eekend s? T h e vid eotaped conversationsw ere used in th e second part of th e stud y to el icit th e stud ents' possibl e feel ings of perfectionism and anxiety as w el l as any oth er emotional reactions. (An effort w asmad e to put participants at ease d uring both ph ases of th e stud y.) For rating purposes, perfec- tionismw as operational ized ascomments refl ect- ing h igh personal performance stand ard s and procrastination, fear of eval uation, and error- consciousness. After al l 8 stud entsh ad compl eted th e conversation task (a period of about 1 w eek), th ey w ere invited toreview th eir vid eosw ith th e first auth or, and again, al l agreed . In th is part of th e stud y, th e participants w atch ed th eir vid e- otaped interview s and w ere asked torefl ect on th eir ow n performances. T h e stud entsw ere given th e option of making comments w h il e th e vid eo w as pl aying, or of commenting at th e end of th e vid eo, and , w ith onl y one exception (l ow -anxious stud ent No. 3), th e interview ees opted tocom- ment after view ing th e entire interview . (We note th at several interview ees groaned or mad e oth er noisesw h il e w atch ing th e vid eotape.) T h is ph ase of th e stud y w ascond ucted in th e stud ents' native Spanish . Wh en th e vid eotape end ed , th e inter- view er prompted th e stud ents w ith such ques- tions as "Wh at d o you th ink of your perfor- mance?" "Did you l ike it?" T h us, in ord er toel icit potential l y perfectionist and uncomfortabl e reac- tionsfrom th em, th e interview er gave th e partici- pants a somew h at eval uative orientation toth eir performance. Al th ough some of th e stud ents 565 need ed prompting at th e beginning, al l of th e participantsread il y offered th eir reactionstoth e tapes. T h ese sessionsl asted about 10 minutes. T h e stud ents' reactions toth eir conversations w ere aud iorecord ed and transcribed . Each tran- scription w as th en anal yzed ind epend entl y by th ree ratersfl uent in Spanish and famil iar w ith th e l iterature on perfectionism w h o catal ogued ind ications of perfectionist or nonperfectionist tend encies asd efined by Broph y (1999). Specifi- cal l y, th e ratersw ere asked to l ook for stud ent commentary and reactions refl ecting personal performance stand ard s, procrastination, emo- tional responses to eval uation, and error-con- sciousness. T h e ratersw ere requested to excerpt fromth e compl ete texts any quotations th at th ey perceived as correspond ing to perfectionist or nonperfectionist tend encies. T h e transcripts w ere presented in rand om ord er, soth at th e rat- ers, al th ough aw are th at th isw asan anxiety stud y, w oul d be bl ind toth e anxiety statusof th e partici- pants. O nl y th ose quotations th at appeared on tw oor more raters' l istsare incl ud ed in th e ensu- ing d iscussion. T abl e 2 categorizes and summa- rizesth e number of perfectionist comments id en- tified for each of th e 8 participants. As can be seen in th e tabl e, th e number of perfectionist comments offered by th e more anxious partici- pantsranged from7 to 11, w h ereasth e l ow -anx- ious stud entsoffered onl y one or tw osuch com- ments. In ad d ition, of th e th ree comment categories, it is interesting tonote th at th e l arge majority of comments w ere jud ged tobe of th e personal performance stand ard sand procrastina- tion type. In ord er to triangul ate th ese resul ts, th e th ree ratersw ere al soasked to put th e transcripts in rank ord er fromth e most perfectionist (1) toth e l east perfectionist (8). T abl e 3 compares th e perfec- T ABLE 2 Frequency of Perfectionist Comments Personal Performance Fear of Stand ard sand Negative Concern Stud ents Procrastination Eval uation O ver Errors T otal High -Anxious Stud ent No. 1 5 2 2 9 High -Anxious Stud ent No. 2 2 4 1 7 High -Anxious Stud ent No. 3 6 3 2 11 High -Anxious Stud ent No. 4 7 2 2 11 Low -AnxiousStud ent No. 1 0 0 1 1 Low -AnxiousStud ent No. 2 0 0 1 1 Low -AnxiousStud ent No. 3 2 0 0 2 Low -AnxiousStud ent No. 4 1 0 0 1 566 tionismrank ord er w ith th e rank ord er of anxiety taken fromth e FLCAS scores. Raters agreed on th e rankings 92% of th e time. ST UDENT REACT IO NS T O T HEIR O RAL PERFO RMANCE Personal Performance Stand ard sand Procrastination Unusual l y h igh personal stand ard s and pro- crastination are h al l marksof perfectionism (Bro- ph y, 1999). Perfectionist stud ents often d emon- strate l ong d el ays in compl eting assignments or repeated l y restart th embecause th ey bel ieve th at th eir w ork must be perfect from beginning to end . T h us, l ow prod uctivity is strongl y associated w ith perfectionism, and for th at reason, th e tw o issuesw il l be d iscussed togeth er h ere. T h e anxious stud ents in th is stud y offered a number of comments th at are consistent w ith th e h igh -stand ard -l ow -prod uctivity association d e- scribed by Broph y. Strikingl y, unl ike th e l ess-anx- ious stud ents w h ose comments w il l fol l ow , th e anxious participants in th is stud y w ere cl earl y re- l uctant to comment d irectl y on th eir oral per- formance and instead quickl y turned th e d iscus- sions of th eir vid eotapes to more general d iscussionsof h ow th ey often put off assignments and oth er l anguage-rel ated tasks. For exampl e, h igh -anxious stud ent No. 1 ignored h er perfor- mance on th e tape al most entirel y and began to d iscussw h en sh e sh oul d take a particul ar cl ass, saying, "If I amnot going tod oit [th e cl ass] w el l , it w oul d be better for me tow ait until next year and d oit better." Later, w ith reference toa paper sh e w asnot satisfied w ith , sh e commented , "Wh y sh oul d I turn in someth ing bad if I coul d h ave d one it w el l ? It'sbetter not tod oit th en. I al w ays d o th is, and th en I get frustrated , and I end up staying th at w ay." High -anxious stud ent No. 4 ex- T h e Mod ern Language Journal 86 (2002) empl ified h ow procrastination and l ow prod uctiv- ity resul t fromunreal istic personal stand ard s, "Because I am very sl ow in d oing th ings, I begin to get nervous about it, and I start tol ook at al l th e d etail s. And th en I begin tow aste a l ot of time." T h us, not onl y d id th ese anxious l earners report avoid ance and procrastination in th eir l an- guage l earning, but th ey actual l y seemed toavoid tal king about th eir performance on th e tape. T h e impossibl y h igh and unnecessaril y rigid performance stand ard s d escribed by Broph y (1999) are exempl ified in th e fol l ow ing excerpt from h igh -anxious stud ent No. 2 w h o com- mented d irectl y on h er tape. (Even th ough th is stud ent h ad h igh l anguage proficiency, sh e w as al so h igh l y anxious.) Sh e compl ained , "I h ave some probl ems w ith verbs, and I stil l h ave to improve some th ings concerning vocabul ary. I bel ieve th at if I w ork h ard er I coul d meet my speaking goal s. But w h at h appens isth at I often forget w h at some th ings mean." Sh e repeated several times, "I bel ieve th at if I stud y a l ittl e more ... I bel ieve th at if I stud y a l ittl e more ..." T h us, even th ough h er l anguage proficiency l evel w as particul arl y h igh for a second -year stud ent and cl earl y h igh for th ese 8 participants, sh e w asnot personal l y satisfied w ith h er performance. T h e non-anxious l anguage stud ents, h ow ever, w ere h appy tod iscussth eir performances on th e vid eotapes and read il y d escribed personal stan- d ard sth at w ere more real isticfor th eir l evel sof l anguage abil ity. T h e non-anxious participants recognized th at th eir l anguage prod uction w as imperfect but d id not d emand th e same l evel of accuracy th at th eir l anguage anxious counter- parts d id . In fact, th ey often seemed proud of th eir performance and aw are of th eir ow n re- l axed state. Low -anxiousstud ent No. 3 (th e re- turning ad ul t stud ent) w h ose oral performance w as particul arl y poor stood out in contrast toth e T ABLE 3 Rank O rd ersfor Anxiety and Perfectionism Anxiety Perfectionism (Based Stud ent (Based on FLCAS Scores) on Mean Rater Rankings) High -Anxious Stud ent No. 1 1 1 High -Anxious Stud ent No. 2 2 3 High -Anxious Stud ent No. 3 3 2 High -Anxious Stud ent No. 4 3 4 Low -AnxiousStud ent No. 1 5 5 Low -AnxiousStud ent No. 2 6 6 Low -AnxiousStud ent No. 3 7 8 Low -AnxiousStud ent No. 4 8 7 T ammy Gregersen and El aine K Horw itz h igh -proficiency but anxious stud ent d escribed above. T h is non-anxious stud ent commented , "I said l ess th an I w oul d h ave l iked to. It [my En- gl ish ] w as not very fl uent yet, neverth el ess, I d id n't feel at al l inh ibited . Al th ough I d on't l ike cameras, it's fun to see mysel f now on vid eo." Low -anxiousstud ent No. 4 stated , "I started get- ting invol ved in th e topic. Sure, I h ad some gaps w h en I tried toth ink of th e righ t w ord in Engl ish and respond , but in th e end , I fel t rel axed ." T h is sentiment w asal sorefl ected in th e comments of a th ird non-anxious stud ent, "I w anted to say more ... It w asl ike I h ad d ifficul ty in find ing th e w ord s, and th is sl ow ed me d ow n, but it w asn't stressful ." It is interesting th at th is participant recognized l imitations in h er l anguage prod uc- tion but d id not find it stressful w h en sh e h ad d ifficul ty expressing h ersel f. Rath er, sh e view ed h er d ifficul ty in find ing w ord sasan imped iment toh er speed of prod uction. T h ese comments suggest th at al th ough th e non-anxious stud ents recognized w eaknesses in th eir l anguage skil l s, th ey set real istic personal stand ard sand seemed pl eased w h en consid ering th eir ow n performance in Engl ish . Unl ike th e anxious stud ents, not onl y d id th ey comment ch eerful l y on th eir performance but th ey d id not report eith er procrastination or w ork avoid ance. T h ere w asnot a singl e reference toeith er pro- crastination or avoid ance of Engl ish tasksin th e transcripts of th e non-anxious l earners. T h e non- anxious l earners al soseemed toval ue being re- l axed and gave th emsel ves cred it for not getting anxious. In fact, unl ike th e anxiousstud entsw h o recognized th at becoming anxious interfered w ith th eir performance, th ese l earnersseemed to view th eir l ack of anxiety asa kind of success. Fear of Eval uation Consistent w ith conceptual izations of both l an- guage anxiety and perfectionism, th e h igh -anx- ious participants in th is stud y tend ed tofear th e eval uation of th eir peers and th e subsequent pos- sibil ity of appearing fool ish . Al l 4 l anguage-anx- ious interview ees in th is stud y commented nega- tivel y about th eir errors and compared th emsel ves negativel y w ith th eir peers. High -anx- iousstud ent No. 3 (th e mal e) w orried : I amboth ered a l ittl e [about my errors] because I get nervous, and I th ink th atth e oth er person th inksth at I d on't know h ow to speak. It h appens a l ot. I try to pronounce th e best I can, and w h en I try to pro- nounce better, my pronunciation gets w orse, because I get fl ustered . T h at is, I get fl ustered because I some- times pronounce w ord s bad l y. I try soh ard to pro- 567 nounce perfectl y. For exampl e, I h ave a cl assmate w h ois very cal mw h en h e speaks. He gets mixed up sometimes, but h e untangl es h imsel f quickl y. But not me. I get mixed up and th en I get even more mixed up. I get intoeven d eeper troubl e. In ad d ition to w orrying about h ow oth ers per- ceive h im, th is participant recognized th at oth er l earners may al soh ave d ifficul ty speaking Engl ish but stil l remain cal m. High -anxious stud ent No. 2, expl aining th e anxiety sh e fel t in l arge groups, commented , "I bel ieve th at everyone gets nervous w h en th ey h ave toconfront a group and you h ave tosh ow w h at you know . T h ismakesme nervous. In real ity, a big group isw h at makesme real l y nervous." Wh ereas al l of th e anxious participants com- mented about perceived eval uation by peers or conversational partners w h en speaking Engl ish , not a singl e non-anxious participant d id so. It appears th at perceived eval uation by oth ers isa feel ing th at cl earl y d istinguish es anxious and non-anxious foreign l anguage l earners, and th e possibil ity of l ooking fool ish isan area of great concern toth e anxious l anguage l earner. Concern over Errors T h e perfectionist tend ency toavoid and over- react toerrors appeared prominentl y in th e com- mentsof th e anxious participants. T h e 4 anxious stud ents not onl y noticed errors but l amented th em. Anxious participants offered comments such as, "I mad e so many mistakes tal king, gram- matical l y, everyth ing ... I mad e a l ot of mistakes. T h ey make me nervous" (from th e mal e partici- pant); "I h ave probl ems w ith verbs, and I h ave yet to improve my vocabul ary"; and a simpl e, "O h , I mad e so many mistakes!" By contrast, onl y 2 of th e 4 non-anxious inter- view eescommented at al l about th eir errors and , in stark contrast toth eir l anguage-anxious coun- terparts, d id not seemboth ered by th em. Low - anxious stud ent No. 1 commented , "I h ad some grammatical errors, but smal l ones. I w asfine. I am quite fl uent and spontaneous. It w asn't d iffi- cul t to expressmysel f." A second participant, l ow - anxious stud ent No. 2, offered : It [th e interview ] seems very good tome. I w as very cal mand d id n't feel any pressure. I mad e some mis- takes, but not th at many . .. th ere w eren't real l y too many. Wh en you are tal king, you d on't notice th e mistakes, or th e mistake is immed iatel y corrected , and now I h ave th e opportunity to see mysel f on vid eo, I notice th is. 568 DISCUSSIO N T h e reactionsof th e stud entstoth eir ow n oral performance ind icate th at anxious and non-anx- ious foreign l anguage l earnersd od iffer in terms of th eir sel f-reports of perfectionist tend encies. Specifical l y, anxious l earners reported h igh er stand ard sfor th eir Engl ish performance, a greater tend ency tow ard procrastination, greater w orry over th e opinions of oth ers, and a h igh er l evel of concern over th eir errors th an th e non-anxious l earners. T h ese find ings ind icate th at anxiousl an- guage l earners and perfectionists may h ave a number of ch aracteristics in common and th at th ese ch aracteristicsh ave th e potential for making l anguage l earning unpl easant asw el l asl esssuc- cessful for th emth an for oth er stud ents. T h e set- ting of stand ard sisa necessary step in accompl ish - ing l earning goal s; h ow ever, th e reactions of th e anxiousstud entstoth eir oral performances d em- onstrated th at th ey w ere never satisfied w ith w h at th ey accompl ish ed . T h e non-anxious stud ents, even th ough th ey al soset personal stand ard s, al - l ow ed th emsel vestocel ebrate smal l victories. In one w ay, h ow ever, th e anxiousand non-anx- ious l earners w ere simil ar. Both sets of stud ents w ere abl e to recognize th eir errors d uring th e oral interview s, but th e anxious and non-anxious stud entsh ad vastl y d ifferent emotional responses tosimil ar errors. (T h e majority of errorsmad e by al l participants d uring th e oral interview s w ere verb tense and preposition errors.) T h e anxious l earners w ere d isturbed by th eir mistakes, w h ereas th e non-anxious stud ents took th emin strid e. It may be th at anxious and non-anxious stud ents are equal l y aw are of imperfect perfor- mance but d iffer in th eir reactions to imperfec- tion. It is interesting to note th at th e anxious participants often attributed th eir errorstoth eir anxiety, an excuse never offered by th e non-anx- ious l earners, w h o often seemed pl eased w ith th eir ow n l ack of anxiety. Consistent w ith th e find ings of MacIntyre, Noel s, and Cl ement (1997), th e anxious l earnersin th is stud y tend ed tooverestimate th e number and seriousness of th eir errors w h ereas th e non-anxious stud ents tend ed tow ard und erestimation. In ad d ition, th e anxious l earners consistentl y l inked th eir mis- takestoth e possibil ity of negative eval uations by oth ers. Cl earl y, perceptions of eval uation w ere an important area of d ifference betw een th e tw o groups. T h e anxious participants view ed th eir performance as being constantl y eval uated by teach ers and peers w h ereas th e non-anxious not onl y rel ied on sel f-eval uation but general l y eval u- ated th emsel ves positivel y. T h e Mod ern Language Journal 86 (2002) In consid ering th ese find ings, it is important to note th at anxiety and perfectionism can d omore th an make l anguage l earning unpl easant. T h ese find ings suggest one possibl e contribution toth e l ow er foreign l anguage ach ievement l evel sfound for anxious l earners (Horw itz et al .,1986; MacIn- tyre & Gard ner, 1991). Frost, T urcotte, Heim- berg, Mattia, Hol t, and Hope (1995) found th at participants w h o w ere h igh l y concerned about th eir mistakes reported more negative affect, l ow er sel f-confid ence, and a greater feel ing th at th ey sh oul d h ave performed better on th e experi- mental task (w h ich el icited frequent mistakes) th an l ess-perfectionist stud ents. Wh en compared w ith stud ents w h ow ere not asconcerned about making mistakes, th e perfectionist stud ents re- ported greater d istress regard ing th eir mistakes and rated th eir mistakesasmore important. T h ey al sol amented th eir mistakestoa greater d egree and reported greater concern over th e negative reactions of oth ers and a greater d esire to keep th eir mistakesa secret. Such an array of negative affective reactions l ikel y contributed toth e l ow er ach ievement l evel sof anxious l anguage l earners reported in several stud ies. CO NCLUSIO NS AND LIMIT AT IO NS T h e resul tsof th is stud y ind icate th at l anguage anxiety and perfectionism can h ave simil ar mani- festationsin anxious l anguage l earners, a find ing th at suggests th at proced ures th at h ave been used to h el p ind ivid ual sovercome perfectionismmay al sobe useful in h el ping anxious foreign or sec- ond l anguage l earners. It al so appears th at anxi- ety and th e actual l anguage proficiency l evel s d emonstrated by th e stud ents d uring th e inter- view sw ere not h igh l y rel ated in th ese l earners. Al l of th e participants w ere at th e same course l evel , al l h ad been successful h igh sch ool l anguage l earners, and al l fel t th at th ey h ad th e potential tobecome Engl ish teach ers. Yet, 4 of th e partici- pants w ere h igh l y anxious, and 4 reported l ittl e if any anxiety. It appears, rath er, th at anxious and non-anxiousl earnersd iffer in termsof th eir reac- tions toth eir performance. T h us, aw arenessof th eir l imitations in th e target l anguage d oes not appear tobe a cause of anxiety in al l ind ivid ual s. Both groups of l earners recognized th e l imita- tionsin th eir l anguage prod uction but h ad vastl y d ifferent responses to th ese l imitations. Final l y, w e suggest th at h aving stud ents w atch th eir re- cord ed oral performance-sometimes referred toasstimul ated recal l -is useful in th e stud y of affective reactions to l anguage l earning. Several l imitationstoth is stud y must be noted . T ammy Gregersen and El aine K Horw itz O nl y a smal l group of l earners in a specific l an- guage l earning context w as examined , w h ich d oes not make general izabil ity of th e find ings possibl e. It is entirel y possibl e th at oth er l an- guage l earnersin th e same or d ifferent l earning situation w oul d h ave d ifferent reactions. Yet, th ere w ere great simil arities among th e l earners in each group, and th e comments reported h ere are famil iar to experienced l anguage teach ers. We must al soconsid er th at perfectionismpl ays a greater rol e in anxiety in stud ents at th is l evel th an in l essad vanced l earners. In ad d ition, per- fect l anguage performance may be of greater concern to peopl e w h o pl an to be l anguage teach ers th an tomore typical l anguage l earners (Horw itz, 1996). T h e rel ationsh ip of perfection- ismand l anguage anxiety sh oul d , th erefore, be examined in a variety of l earning groups at vari- ous stages of l anguage l earning w ith various l earning goal s. Final l y and most important, it must be noted th at th is stud y began w ith th e premise th at anxious l anguage l earners w oul d sh ow ind ications of perfectionism, and it w as th erefore d esigned to d etect instances of th is trait. Anxiousand non-anxious l anguage l earners l ikel y d iffer in many important w ays oth er th an th e ch aracteristicsexamined h ere. Future stud ies sh oul d ad d ress th e rel ationsh ip of anxiety w ith oth er personal traitsasw el l asits rel ationsh ip to stud ents' ul timate l evel s of foreign l anguage ach ievement. PEDAGO GICAL IMPLICAT IO NS Given th at l anguage anxiety may stemfrom perfectionist tend encies in some stud ents, ap- proach es used to h el p perfectionist l earners may al sobenefit anxious l anguage l earners. Ramirez (1999) argued th at perfectionism isth e resul t of a set of unreal istic sel f-bel iefs. Most important, perfectionists bel ieve th at some personal l y-val ued goal w il l be ach ieved w h en th ey are perfect. For exampl e, "IfI d o it perfectl y, th en ... [I] w il l final l y be accepted ... [I] can final l y stop w orrying ... I w il l get w h at I h ave been w orking tow ard ... I can final l y rel ax." T h e fl ip sid e of th is sch ema, al so subscribed to by perfectionists, isth at "If I make a mistake," th ere w il l be a catastroph ic outcome ("I w il l be h umil iated ... I ama fail ure ... I am stupid ... I am w orth l ess"). (p. 33) In ord er to overcome th ese sel f-d efeating th ough ts, Ramirez suggested th at peopl e id entify th e misconceptions in such bel iefsand w ork tod e- vel op more real istic expectations. Perfectionists must l earn totreat th eir sel f-bel iefsas h ypoth eses 569 instead of facts. Wh en an ind ivid ual 's und erl ying perfectionist bel iefs are restated as suggestions, th e ind ivid ual isoften better abl e toconsid er a cur- rent situation in conjunction w ith oth er evid ence, such as past experiences and th e opinions of oth - ers, in ord er to mod ify questionabl e bel iefs (Ramirez, 1999). Arth ur and Hayw ard (1997) be- l ieve th at many stud entsw h omaintain perfection- ist stand ard sabout th e expectations of oth ersh ave not actual l y d iscussed th ose expectations w ith th e peopl e invol ved . Stud ents may need h el p in over- coming th eir h esitation tod iscuss performance expectations w ith th e ind ivid ual sw h ose opinions th ey val ue (famil y, friend s, etc.). Language teach ers may th emsel ves h ave per- fectionist tend encies and inad vertentl y encour- age or d evel op th ese tend encies in th eir stud ents. Ind eed , Broph y (1999) found th at nagging or criticizing perfectionist stud ents or giving th em ad d itional time to compl ete assignmentsonl y en- couraged more perfectionism. He suggested in- stead th at teach ers try th e fol l ow ing: [1] buil d ing a friend l y, supportive l earning environ- ment; [2] establ ish ing th e expectation th at mistakesare a normal part of th e l earning process; [3] presenting th emsel vesas h el pful instructorscon- cerned primaril y w ith promoting stud ent l earning, rath er th an as auth ority figures concerned primaril y w ith eval uating stud ent performance; [4] articul ating expectations th at stress l earning and improvement over perfect performance of assign- ments; [5] expl aining h ow perfectionism is counterprod uc- tive; [6] reassuring perfectionist stud entsth at th ey w il l get th e h el p th ey need toach ieve success; [7] fol l ow ing th rough w ith h el p, and communicating teach er approval of stud ents' progress and accom- pl ish ments. (p. 2) Above al l , it is important toremember th at per- fectionist stud ents need h el p. Accord ing toBro- ph y (1996), teach ers may tend to ignore perfec- tionist stud ents because th ey d o good w ork and d onot cause troubl e. Final l y, w e offer tw o suggestions based on our find ings in th is stud y. Both th e anxious and th e non-anxious participantsrecognized th e val ue of remaining cal mw h il e participating in th e oral interview . T h us, w e suggest th at al l l earners be remind ed of th e val ue of control l ing th eir emo- tional state w h en speaking th e target l anguage. Horw itz (1990) recommend ed th at anxious stu- d ents visual ize th emsel ves rel axing w h en th ey make mistakesin th e target l anguage. T h is prac- tice w oul d seemtobe particul arl y beneficial for 570 perfectionist stud ents w h o react so strongl y to mistakes. It al so appears th at th e non-anxious stu- d entsval ue continuing total k even if th ey make mistakes. Anxious stud entscoul d be taugh t tofo- cus on continuing a conversation (or oral d is- course) as a goal in itsel f w h enever th ey make mistakes. T h us, asan antid ote toth eir overcon- cern w ith errors, th ey sh oul d be tol d th at continu- ation sh oul d be given preced ence over errors. Ul timatel y, perfectionist stud ents need toun- d erstand th at th e cl assroomisnot merel y for d em- onstrating know l ed ge and skil l , but al sofor gain- ing it, and th at errorsare a normal and acceptabl e part of everyone'sl anguage l earning experience. NO T ES 1 Pittman (1987b), for exampl e, proposes a cy- bernetic mod el of O bsessive Compul sive Disor- d er util izing a control system anal ogy. It is be- l ieved th at ind ivid ual s constantl y compare a signal event (e.g., beh avior) w ith a preset crite- rion (e.g., stand ard of performance). T h e d iffer- ence betw een th e perceptual signal and th e crite- rion isreferred toasth e "error signal ." A nonzero error signal activates a systemic response to bring th e signal and th e criterion into a match ed state-in oth er w ord s, to make th e beh avior match th e d esired stand ard . Beh avior th at d oes not match th e preset criterion is ad justed and repeated . Perfectionist ind ivid ual s, accord ing to th is mod el , h ave an excess of control and th us tol erate l ittl e or no mismatch betw een th e signal and th e criterion. T h us, th eir error signal s are nearl y al w ays in a nonzero state, and th e perfec- tionist must constantl y attempt to improve per- formance in ord er tomatch h is or h er overl y rigid stand ard . REFERENCES Arth ur, N., & Hayw ard , L. (1997). T h e rel ationsh ips betw een perfectionism, stand ard s for acad emic ach ievement, and emotional d istressin post-sec- ond ary stud ents. Journal ofCol l ege Stud ent Devel op- ment, 38, 622-630. Broph y, J. (1996). T each ing probl em stud ents. New York: Guil ford Press. Broph y, J. (1999). 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