Anxiety in Learning a Language

Some people come with great difficulty learning a second language. We believe that there are some emotional factors in language learning which affect our ability to learn. This is particularly known as intelligence, motivation, attitudes and anxiety. Among these fears is one of the most important factors for a successful language teaching. These concerns of foreign languages is bound by some authors as “a feeling of tension, anxiety and nervousness to the situation of learning a language is defined.” Let me first recall that took place a number of investigations aimed at understanding the cause of this anxiety. According to these studies, there are internal and external factors that increase or decrease the amount of fear one feels when learning a second language. There are also some personality traits leading to increased anxiety in language learning. In my presentation, I tried to examine some attempts by various authors in order to achieve some results on this kind of fear. While studying about them, I found many causes of anxiety and I started on ways to overcome this feeling of surprise. In this article, I studied in different works of authors in order to understand the relationship between anxiety and performance. Elaine K. Horwite in their work “Language Anxiety and Achievement”, explains this relationship and tells the story of a measure of that concern. She goes to his work in clarifying the kind of fear and suggests some solutions for teachers and students. In addition, the text “Anxiety in the class of the College Japanese Language” by Kazu Kitano we as readers were confronted with a specific search among university students in the United States to learn Japanese. We are there some issues and, ultimately, we will be able to assess the results. Accordingly, we reported a finding that fear was in learning a foreign language to some factors such as age, gender may be different a student of the current sheet, etc. The last text I studied with the name “Language Anxiety: Differentiating Writing and Speaking Components” by Yuh-show Cheng, Elaine K. Horwitz and Diana L. Schallert. Here, l ‘writing and speaking are taken separetely fears and a research institution has been through this. The authors focus on results and explained why they found that any type of research is incomplete. Overall, I would say that I tried in my work, find the causes of anxiety in language learning. I have reviewed the studies made by some writers and I thought of some ways to overcome this feeling in language learning. I will explain, some researchers Thougths “on this issue. Additionally, I conclude my work with the proposal that my own ideas. First, I want to mention about Elaine K. Horwitz ’s text as “Language Anxiety and Achievement” She and her colleagues anxiety name specific language and calling foreign language anxiety. Thus, they offer a tool to have measures) is the Foreign Language Classroom Anxiety Scale (FLCAS. This article mainly discusses the relationship between anxiety and performance. Firstly, it sees anxiety as a psychological construct. How is it connected to the nervous system, negatively affects our movements, in particular, it has a profound impact on learning. The author talks about the prospects of anxiety and the early learning of languages. She explains Scovel’s theory is that the separation of different species of fear, by some studies to determine the type of fear that she believes that measured recognition. Since then, studies have begun to be taken by the FLCAS d ‘ other special measures. Studies show that there is a negative correlation between anxiety and performance if final grades are affected. At the forefront of the evaluation of final grades, but then gave the idea and began to use measures of achievement later. So they have reached a point that will change the ratio depending on several factors, such as “education levels” and “different target languages. Some researchers suggest that this is Sparks Ganschow and linguistic coding differences hypothesis (LCDD) to question whether the fear of a language foreign language performance is independent. They want to know if anxiety is a cause or a consequence of poor performance in learning languages. They wonder whether caused abnormalities in the first language of this error. They believe that people who are poor, who fear foreign language skills have. Contrary to this belief, MacIntyre and Horwitz argues that n ‘ there was no link between them. After that, Elaine is a condition in which changes in the level of anxiety is seen. The teacher was one of the most important. doing, he / she receives many alternatives a harmonious environment. Finally, he recommends that the role of anxiety in language learning to distinguish its role in language performance. You talk about a problem without a solution in which it is difficult to determine whether anxiety really bother learning. She always asked anxiously if the learners are able to difficulties in acquiring a second language. To what extent anxiety negatively on learning a language is still a question to answer. Secondly, the text “Anxiety in the class of the College Japanese Language” by Kazu Kitano gives us some thoughts on the relationship between anxiety and language learning. In his work, he speaks of a draft Research among Japanese students. This study wanted to know what sources of anxiety in the classroom. In particular, this study indicates that there are two sources of anxiety in foreign language learning. These are mainly students individual fear of negative evaluation and self-perceieved speaking. Many students are afraid of negative feedback. They are afraid of making mistakes while speaking. Because they are sensitive, do not choose such tests before they talk to their colleagues. In addition, they compare their ability to speak with other students, teachers and native speakers. In conclusion, the author explains that there is an interaction between fear of ‘negative evaluation and self-perceieved affects ability to fear levels. There are many factors that influence anxiety. For example, the education of students, teachers, sex, age, native language, language use, length of time he / she is studying a second language, experience, notes Concluding, the teacher-student interaction, teaching methods and so on. Ultimately, this research focuses on the role of the teacher in language teaching. It offers many possibilities that can be used in their classrooms. For example, they can identify their first disciples, so that some individual differences will not notice much. They should make positive reinforcement by the positive comments and show particular attention to those who fear a negative evaluation. You should remember that this is not such a rule saying that an advanced or experienced student will not be afraid. For the reasons above, all possible efforts through internal and external factors.