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The focus of foreign language instruction has shifted from the narrow concern
for developing learners linguistic competence to the need for communicative
competence and learners are challenged to be able to speak in the target
language spontaneously in various social contexts. In order to meet this
challenge, attention has diverted to studying the role of affective variables like
learning styles, motivation, personality traits, etc. that can impede the process
of learning and speaking a foreign language. Among these affective variables,
learner anxiety has come to be recognized as an important area of study in
second language acquisition because of the negative influence it can have on
students performance (Tanveer, 2007:9).
Hence, this chapter reviews literature on issues related to language anxiety and
their possible sources and try to answer the questions above. Therefore, this
chapter is divided into five sections. The first section establishes the conceptual
foundations of the construct of Language Anxiety in terms of its three
components: communication apprehension, test anxiety and fear of negative
evaluation. These components have been discussed with relation to some
factors that cause language anxiety while communicating in the target
language. The second section looks at the factors that stem from a learners
own sense of self and from the classroom environment. The third section
deals with socio-cultural factors: these are the factors outside of the class in the
broader social context. The next section four attempts to explore the literature
regarding cognitive and linguistic factors related to classroom procedure; and
the final section five describes how anxiety is manifested in the learners and
presents some strategies to cope with it.
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between it and three related performance anxieties: (1) communication
apprehension (CA); (2) test anxiety; and (3) fear of negative evaluation.
Furthermore, Zhang (2015) and Tanveer (2007), they argue that these three
components lay the essential conceptual foundation for the description of
foreign language anxiety, providing an insight to comprehend the sources or
causes it can originate from. Therefore, as the focus in this paper is on
speaking performance, the first component (CA) will be explained more than the
other two components.
One of the most studied topics in the area of speech communication is the
tendency on the part of some people to avoid, and even, fear, communicating
orally (Tanveer 2007). Horwitz et al. (1986: 128) defines communication
apprehension (CA) as a type of shyness characterized by fear or anxiety about
communicating with people. According to Khammat (2013), these feelings of
shyness vary greatly from individual to individual, and from situation to situation.
Communication apprehension occurs in cases where learners lack mature
communication skills although they have mature ideas and thoughts. In a
foreign language classroom, language learners oral tasks include not only
learning a foreign language but also performing the language. Therefore,
people who have trouble speaking in groups are more likely to experience even
higher communication apprehension in a foreign language class . Batiha, Noor
and Mustaffa (2014:20), claim that CA acts as a barrier blocking learners
mastering English and causes anxiety and reticence when communicating with
other people in the target language due to their limited knowledge of the
language. Students who show communication apprehension do not feel relaxed
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while communicating in front of others in the target language in their language
classroom because of their inadequate knowledge of that language, specifically
in speaking performance (Zia and Sulan, 2015).
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of early experience of talking are more likely to be less apprehensive than those
who receive less opportunities of communication. The last perspective he
emphasizes is that the children who have been exposed to appropriate social
interactive models of communication are generally less apprehensive than
those who have been exposed to inadequate or less interactive models. All
these five explanations suggest that development of CA in individuals results
from nature or their surroundings.
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Test anxiety usually occurs when students who have performed poorly in the
past, develop negative and irrelevant thoughts during test taking situations. As a
consequence, these students are likely to become distracted during class and
this distraction inhibits their performance in foreign language classrooms. Test-
anxious students often put unrealistic demands on themselves and feel that
anything less than a perfect test performance is a failure (Khammat, 2013 in
Horwitz et al. 1986:128).
Yahya (2013in Horwitz and Young, 1991) noted that tests in the lack of face
validity led to higher anxiety and a negative attitude toward instruction. Young
(1991) found that students experience anxiety if the test involves content that
was not taught in class. Inappropriate test technique is also one of the factors
that provoke test anxiety as Young (1991) reported that students felt anxious
when they had studied hours for a test and then they found that question types
with which they had no experience. For him, they experienced anxiety with a
particular test format. In addition to learners capacity, task difficulty, the fear of
getting bad grades and lack of preparation for a test are the other factors that
make learners worried.
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Another factor that increases test anxiety and decreases performance is time
limit Yahya (2013). For instance, in a study conducted by Ohata (2005),
learners sometimes felt pressured to think that they had to organize their ideas
in a short period of time. Ohata (2005), in his study indicated that most of the
participants said that they feared taking tests, because test-taking situations
would make them fearful about the negative consequences of getting a bad
grade.
1.3 . FEAR OF NEGATIVE EVALUATION
According to Batiha, Noor and Mustaffa (2014:20), fear of negative evaluation
refers to apprehension about others' evaluations, avoidance of evaluative
situations, and the expectation that others would evaluate one-self negatively.
In addition, Khammat (2013), state that fear of negative evaluation is observed
when foreign language learners feel incapable of making the proper social
impression and it is an apprehension towards evaluations by others and
avoidance of evaluative situations. Therefore, people who are extremely worried
about other peoples impressions are likely to behave in a way that lessens the
possibility of critical evaluation wherein they might leave or avoid social
discussions (Batiha et al. 2014). So, students who are unable to consider
language mistakes as a normal part of the learning process but see it as a
threat to their image, suffer from fear of negative evaluation both form either
their teacher or their classmates and consequently, they remain silent, mostly
withdrawn and do not like to participate in classroom activities (Zia and Sulan,
2015).
Yahya (2013), made it clear that, although fear of negative evaluation seems in
some way similar to test anxiety, yet it is broader in scope since it is not limited
to specific test-taking situations. Instead, it can be the case in any social
settings such as a job interview or a L2 speaking situation. Horwitz (1988) has
suggested that some of the learner beliefs are derived from their unrealistic and
sometimes erroneous conceptions about language learning. She found that
some learners were concerned about the correctness of their speech in
comparison to native- like accent or pronunciation. Gynan (1989) reported that
some learners believe that pronunciation is the most important aspect in L2
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learning, expressing great concern for speaking with an excellent accent over
the content of their statements.
Yahya (2013 in Horwitz, et al. 1991) stated that a students performance in the
language classroom is not only graded by the teacher, but commented on by
fellow students in the same classroom as well. Students may be sensitive to the
evaluations, either real or imagined, of their peers. Koch and Terrell (1991)
indicated that Learners speaking in front of their peers is another source of
anxiety in learning a foreign language. MacIntyre & Gardner (1991) stated that
fear of negative evaluation was closely related to communication apprehension.
Its a significant cause of communication apprehension. Students with fear of
negative evaluation are worried that others might not understand the content
they are talking about in the second language. Prices study (1991) indicated
that learners are afraid of making pronunciation errors in classroom. Young
(1991) argued that the reason why learners do not participate in the classroom
activities is the fear of committing a verbal error. Jones, (2004) found that the
participants frequently expressed that learners feel afraid, and even panic
because of the fear of committing mistakes or errors in front of others, or
because of a fear of appearing awkward, foolish and incompetent in the eyes of
learners peers or others.
These three interrelated performance anxiety lay the conceptual foundation and
at the same time considered as the main causes of foreign language anxiety
(Horwitz, 1991). Therefore, the section that follow will provide a literature on the
factors associated with learners own sense of self and language classroom
environment.
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reviews literature on language anxiety related to learners sense of self and
language classroom environment.
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Tanveer (2007), said that the term self-esteem has been used in much the
same meaning as self-concept and has been found to be strongly linked with
language anxiety. Therefore he suggests that, the more I think about self-
esteem, the more impressed I am about its impact. This is what causes anxiety
in a lot of people. He adds that people with low self-esteem worry about what
their peers think; they are concerned with pleasing others. And that I think has
to do a great degree with anxiety. Individuals who have high levels of self-
esteem are less likely to be anxious than are those with low self-esteem
(Horwitz et al., 1986: 129).
I just know I have some kind of disability: I cant learn a foreign language no
matter how hard I try.
(Tanveer, 2007: 123)
Such beliefs have been found to cast a considerable influence upon the ultimate
achievement and performance in the target language. The researchers use
terms such as erroneous or irrational to indicate certain widely held beliefs
about language learning which can be a source of anxiety (Tanveer, 2007).
Tanveer (2007 in Ohata, 2005: 138) noted that a number of beliefs derived from
learners irrational and unrealistic conceptions about language learning, such as
1) some students believe that accuracy must be sought before saying anything
in the foreign language, 2) some attach great importance to speaking with
excellent native (L1)-like accent, 3) others believe that it is not ok to guess an
unfamiliar second/foreign language word, 4) some hold that language learning
is basically an act of translating from English or any second/foreign language, 5)
some view that two years are sufficient in order to gain fluency in the target
language, 6) some believe that language learning is a special gift not
possessed by all.
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These unrealistic perceptions or beliefs on language learning and achievement
can lead to frustration or anger towards students own poor performance in a
second/foreign language. According to Young (1991: 428), erroneous beliefs
about language learning can contribute greatly to creating language anxiety in
students. In his review of literature on language anxiety, (Tanveer, 2007 in
Ohata, 2005: 138) explained that unrealistic beliefs can lead to greater anxiety
and frustration, especially when the beliefs and reality clash. He elaborates that
if the learners start learning an L2/FL with the belief that pronunciation is the
single most important aspect of language learning, they will naturally feel
frustrated to find the reality of their poor speech pronunciation even after
learning and practicing for a long time. Therefore, these beliefs are most likely
to originate from learners perfectionist nature. The perfectionist learners like to
speak flawlessly, with no grammar or pronunciation errors, and as easily as an
L1 speaker these high or ideal standards create an ideal situation for the
development of language anxiety
This suggests that any measure to treat language anxiety should not fail to
exploit learning environments where students feel relatively free of anxiety
(Jones, 2004: 34). For this, Communicative Language Teaching (CLT)
approaches are often recommended by the researchers to provide such an
unthreatening environment where students talk to one another and not
exclusively to the teacher. This is deemed necessary because the rapport the
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student feels with the teacher as well as with classmates may be crucial in
determining the success or failure of the venture practice in communication
Therefore Nimat (2013 in Palacios, 1998) have conducted a research and found
the following classroom characteristics to be anxiety producing factors;
demands of oral production, feeling of being put on the spot, the pace of the
class, and the feeling of being evaluated (i.e., fear of negative evaluation).
Several students were concerned that the language class moved so quickly that
they did not have sufficient time to digest the rules and vocabulary. Again a few
commented that the amount of material to be covered in one semester is
excessive. Several other students made comments regarding the speed of the
course. Another practice that was cited as an anxiety-provoking factor by the
participants concerned error correction. Students reported becoming frustrated
when the teacher would correct the error before they had time to completely
formulate a response. Comments made by several students pertained to
teachers interruption to correct speaking errors. These interruptions would
frequently cause students to lose their focus.
Finally this section focused on the factors associated with learners own sense
of self and language classroom environment. What are the socio-cultural
factors? This issue will be discussed in detail in section 3 under.
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anxieties (Tanveer, 2007). Therefore, this section reviews the literature on
language anxiety from a socio-cultural perspective of language learning and its
use.
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for adults, it rarely goes down enough to allow L1-like attainment. Older learners
may have increased inhabitations and anxiety and may find themselves afraid
to make errors (Tanveer, 2007:25).
Furthermore, Hashemi and Abbasi (2013) argue that, social status or social
distance between interlocutors can have a considerable influence on
communication. Results of the study showed that speakers sense of inferiority
complex while talking to someone higher in status may cause stress or anxiety
for them. Unequal status between students and teachers can also be a source
of anxiety for the students. This indicates that lack of confidence on ones
linguistic competence makes one feel inferior and apprehensive to
communicate with someone having full command on language. For example, a
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Taiwan female ESL/EFL practitioner remarked, Absolutely, every time I have a
meeting with my tutor, I try to speak perfect English, because I am very nervous
to talk to somebody higher in status. Their English is perfect (Tseng, 2012).
In addition Tanveer, (2007) assert that, when speaking in interaction with ones
boss, someone high in status or power, and also when dealing with complete
strangers, feeling of anxiety, uncertainty and awkwardness are often the
consequence of such encounters. Similarly, studies of classroom interaction on
the pattern of social relationship found that the social relationship between
teachers and students gives them an unequal status relationship as
interlocutors that can hinder successful second language comprehension,
production, and ultimately acquisition. A sense of power, social distance and
self identity exists in interaction between L1 and L2/FL speakers, as reported:
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can be defined as the fear or anxiety associated with either real or anticipated
interaction with people of different groups, especially cultural and ethnic and/or
racial groups (Tanveer, 2007:27).
3.5. GENDER
Gender has also been found to cause anxiety in male and female interaction
both within and out of the classroom settings. Tanveer, (2007), states, that past
research has revealed that gender affects communication between L2/FL dyads
and L1 and L2/FL speaker dyads (e.g., Pica, Holliday, Lewis, Berducci, &
Newman, 1991, cited in 1999: 70). He deems it necessary to consider whether
the gender of the L1 speaker interlocutor has an effect on the listening
comprehension of the L2/FL speaker interlocutor.
Gobel and Matsuda (2003) asserted that gender-related anxiety research has
yielded conflicting results. The study conducted by the researchers above,
found that females are more emotionally stable than males in their reactions to
highly stressful and relaxing circumstances. Similarly, in Kitanos study (2001)
of Japanese college students, male students have been found to feel more
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anxiety when they perceived their spoken Japanese less competent than that of
others; however, such a relationship was not observed among female students.
On the contrary, Machida (2001: cited in 2003: 23) examined FL Japanese
language class anxiety based on gender and found that female learners are
more anxious than male counterparts.
After dealing with the socio-cultural factors, now we are moving to cognitive and
linguistic factors related to classroom procedure in section 4 under.
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According to Tseng, (2012) and Tanveer, (2007) discussion in open-class-
forum, giving a short talk or presentation in the classroom has also been
reported to be highly anxiety provoking, one which makes the classroom
environment more formal and stressful for the learners. Therefore, in his
research result showed that all the participants agreed that speaking in front of
the whole class or in public caused anxiety for most of the learners. For
instance, a Chinese female EFL/ESL student expressed, In class maybe I
stand up and do the presentation, I usually feel nervous. I dont know when I
talk to other students in normal class, I think it is ok. Maybe I lose confidence.
Additionally, Tanveer, (2007 in Young and Price 1991), in their study they found
that a large number of their subjects considered oral presentation as the most
anxiety-provoking activity in the classroom.
Moreover, Tanveer, (2007) assert that fear of making mistakes has been found
to be strongly linked with the learners concern to save their positive image or
impression in the mind of their teacher and peers. Therefore, students get more
apprehensive about making mistakes in front of teachers because they think it
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is more likely to influence their end-of-course results. These findings suggest
that assessment type and teachers attitude towards assessment can
significantly contribute to learners anxiety and according to MacIntyre &
Gardner, (1991: 297in Tanveer, 2007), this would explain why anxious learners
tend to avoid classroom participation because they are either unsure of what
they are saying or lose confidence when giving an answer to a question in the
classroom.
Moreover, this rumination may come from the competitive nature of students, as
a Chinese female EFL practitioner expressed about her learning experience, I
was a little upset when I thought many students were better than me. Such
negative cognitions put serious impediments in their language development;
this lead to heightened awareness of their deficiencies and consequently to
reticence when are called upon to exhibit their competence in the target
language (p.45).
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being negatively evaluated by ones teacher or peers in the formal setting of a
language classroom, the participants reiterated some of the most common
linguistic difficulties, which cause these fears in the first place (Tanveer,
2007:47). The SLA researchers have frequently reported students complaining
that English pronunciation is too hard to adopt, and that the English language
system is so complicated, so irregular, and with so many exceptions in spellings
and meanings of vocabulary items.
4.7. PRONUNCIATION
Lakhdari, (2015:22) argues that speaking a foreign language like English means
having a good pronunciation because the way of pronunciation is the first thing
that students are judged and evaluated. Pronunciation appeared to be the main
cause of stress for English foreign language learners because; it is an important
issue across language since its immediate effect on interaction (Tanveer,
2007:47). A learner needs to improve his pronunciation whenever he feels that
someone does not understand him. It is hard and stressful for learner to
improve his pronunciation within a second time. The learner in the contexts
where English is not spoken as a first language in the community they cannot
speak the language well and they cannot practice English out of class because
they are just listen to the spoken words only in the class. Therefore,
pronunciation mistakes are one of the main factors that hinder the students from
doing their speaking activities which mainly leads to anxiety and avoidance.
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not spoken as a first language in the community listen to the spoken words only
in the class from the teachers or classmate. The second interpretation deals
with the fact of how different particular aspects of FL (pronunciation, grammar,
vocabulary items, etc.) are related to learners L1.
Thirdly, the high demand of language teachers and their efforts to bring
students closer to the native pronunciation model can also enhance students
accent anxiety. A male EFL teacher further clarified the point, I suppose,
guess, it must come from teachers insisting on people attempting a native-like
pronunciation. It may also be because English is so pervasive in most cultures,
in other words, heard quite often, that heightens their awareness of the
differences between their and native pronunciation. (Tanveer, 2007:48).
4.8. GRAMMAR
Tanveer, (2007:49) asserts that With regard to linguistic difficulties, grammar
has been found to be the second most important aspect that the EFL learners
find difficult when learning to speak a foreign language. As an example; a
Taiwani female EFL practitioner expressed, When I speak I am unsure which
form of verb to use, I always have to think before I say. She further explained
that verbs only have one form in Chinese language and people use the words
like today, yesterday, tomorrow, last time, etc. to indicate present, past and
future time instead of changing the verb form. She elaborated this point with an
example, I go to the supermarket today, I go to the supermarket yesterday.
This difference in language patterns is a big trouble for Chinese ESL/EFL
learners. When asked about the most embarrassing grammatical difficulties
students encounter, a female teacher specifically mentioned Chinese students
difficulty with English word classes. She explained that the problem with the
English language is the adjectives, verbs, adverbs or nouns that are from the
same root, like confidence, confident, confidently, etc. The learners face
difficulties with the word endings or suffixes that are not the part of their L1
system.
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that anxious students are not capable communicator in the second language as
they impede learners fluency in conveying the spoken messages (Lakhdari,
2015:23). Therefore, grammar difficulties are one of the major factors of anxiety
and the lack of linguistic knowledge leads to many problem in speaking
performance, and for that reason, learners avoid communication in classroom.
4.9. VOCABULARY
To achieve oral skill students need the appropriate selection of words when
they are speaking, and using these words and expression accurately. So,
spoken language also has a relatively high proportion of words and expression.
Thus, learning foreign languages requires a great knowledge of its vocabulary,
the phenomenon in EFL classes is that many students often find some
difficulties when they try to express what they want to say because they find
themselves struggling their limited words and expression. Therefore, these
limitations of vocabulary affect the amount of their participation in speaking
activities (Lakhdari, 2015:22).
The previous section has given a shed of light on cognitive and linguistic factors
related to classroom procedure. How language anxiety is manifested and the
strategies to cope with it, will be dealt under in section 5.
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Now that we have looked at many of the causes of language anxiety, it is
important to mention that what students typically experience as language
anxiety increases. Although many of the manifestations that will be mentioned
are considered to be negative reactions, the reader should also take note that
there are reported positive manifestations such as increased motivation despite
high anxiety (Cherry (n.d): 4). Foreign language teachers have decoded a
number of signs and behaviours manifested in anxious students. Negative
consequences of language anxiety manifest in the form of changed behaviour,
such as responding less effectively to language; engaging in negative self-talk
and ruminating over poor performance, which affects information processing
abilities; exhibiting avoidance behaviour by missing class, having unrealistic
high performance standards; freezing up in role play activities, participating
infrequently; and ultimately receiving low course grades (Tanveer, 2007:29),.
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focused on cognitive, affective, and behavioural approaches. The cognitive
approach holds that the thinking disturbances that occur in the classroom are
the primary sources of anxiety (Tanveer, 2007:30).
The preparation category refers to the students efforts to overcome their feeling
of anxiety by improving their learning strategies. The second category which is
relaxation deals with the methods to reduce the symptoms of anxiety. The next
category is called positive thinking refers to the efforts to divert attention from
stressful situation to positive and pleasant cues and bring relief to the anxious
students. Peer seeking category is the effort to consult other learners who are
also anxious in learning the foreign language. The last category is the
resignation category which refers to the unwillingness of the learners to lessen
their anxiety by avoiding the learning process. These are presented in the
following conceptual framework of this study (Khaidzir, 2015:65).
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In addition, Nagahashi, (n.d) argues that the challenge for teachers is to help
create conditions that allow students more opportunity to communicate in the
target language in a relaxed, supportive environment. Therefore he suggests a
cooperative learning environment to reduce learners anxiety.
Cooperative learning is characterized by several common elements that
include:
1. Positive interdependence, where the group has a common goal and each
members contribution is important to the group success.
2. Face-to-face group interaction in which each member is encouraged to
participate, help others succeed, and learn from each other.
3. Individual and group accountability in which members divide the work
and are individually responsible for specific tasks.
4. Developing of small group social skills involving negotiating and use of
group interaction skills.
5. Group processing, which involves students reflecting on the groups
experience.
To sum up, this chapter has reviewed the past research on the construct of
language anxiety, which has been asserted as inconclusive and unresolved by
the researchers, and has tried to present the literature on the theoretical
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contentions of language anxiety proposed by Horwitz et al., (1986) with relation
to three performance related anxieties: communication apprehension, test
anxiety, and fear of negative evaluation. These three components have been
further expanded with the help of relevant literature in order to highlight some
anxiety exasperating factors related to them. The chapter in section two has
also discussed learners perceptions about their own sense of self, about
language learning and communication, students high performance
expectations, and language instructors beliefs and overall classroom procedure
with relation to language anxiety. The chapter has also explored the literature
on socio-cultural aspects of language learning and has discussed social status,
power relations and sense of identity, L1 and L2/FL speakers interaction,
attitudes towards target language and its culture, intercultural communication,
and gender as some of the factors linked with language anxiety. The chapter in
section four has discussed cognitive and linguistic factors related to classroom
procedure and has discussed strict and formal classroom environment,
presentation in the classroom, fear of making mistakes and apprehension about
others evaluation, role of the instructor, self-related cognition; variations in
individuals self-perceptions, linguistic difficulties, pronunciation, grammar and
vocabulary. In addition, the literature on how anxiety is manifested in the
learners and the strategies to cope with it has also been reviewed in the final
section of this chapter.
Having presented the first chapter, we are going to shift to chapter two about
research methodology, where we collect data and present the results obtained.
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