380 Paper Jennifer

Anxiety in Second Language Learning 1

Anxiety in Second Language Learning;

Causes and Solutions

Jennifer Conway

EDU 380

Dr. Huang

May 11, 2007


Anxiety in Second Language Learning;

Causes and Solutions

Learning a second language can be a frightful experience. The apprehension and

pressure on students to perform well in the second language causes them anxiety that is

specific to the second language classroom. Through the review of literature, this subject

will be looked at in greater detail by investigating the research and the causes and

solutions of anxiety in foreign or second language learning.

Many people, who are good learners in other subject areas, can experience

anxiety when learning a second language. This causes a mental block to new

information. Researchers have been taking a look at this specific second language

learning anxiety and what its causes are. The term specific anxiety reaction, according to

Horwitz, E., Horwitz M., and Cope (1986), was given by psychologists to distinguish

between anxiety that occurs only in specific situations and anxiety that people feel on a

regular basis. Students and teachers feel that second language learning anxiety is a huge

hurtle to get over when attempting to learn a language other than your own (p. 125).

The term second language anxiety is used as an umbrella term for other more

specific anxiety inducing situations. MacIntyre and Gardner (1991) found through a

controlled laboratory setting that anxiety in interpersonal settings and associated with

recall of vocabulary words and learning is communicative anxiety. Other types of

anxiety include classroom anxiety, learning anxiety, state anxiety, test anxiety, and

audience anxiety. Each depends on the type of anxiety that can occur within second

language learning. MacIntyre and Gardner (1991) state that, “This distinction between

language anxiety and other forms of anxiety has been made for some time and is now


being recognized as a key issue in the understanding of the role of anxiety in language

learning” (p. 297).

In the past, research on how anxiety correlates to second language learning and

performance, results were spread out and proved nothing. However, recent

improvements in measurement and a more accurate theory of language anxiety, have

made for more productive research and according to Young (1991), “…a better

understanding of its sources in the foreign and second language classroom” (p. 426).

MacIntyre and Gardner (1991) performed a study in which several different types of

anxiety; test anxiety, audience anxiety, math class anxiety, and others, were closely

looked at. A relationship was found where anxiety was related to second language

performance (p. 297).

Researchers have run into many problems and received varied results when

attempting to quantify the effects of anxiety on foreign language learning. Horwitz et al.

(1986) says that Scovel (1978) claims that scholars cannot find a definite relationship

between anxiety and second language success because of the unreliability of anxiety

measures used (p. 126). A model that shows how language anxiety is distinguished from

other anxieties was formed by MacIntyre and Gardner (1991). They believe that second

language anxiety is a specific response to anxiety within the second language classroom.

They state that “With repeat occurrences, anxiety becomes reliably associated with the

language class and differentiated from the other contexts” (p. 297). Differences between

students who have more or less anxiety are followed back to see what caused the negative

effects. The thoughts of the anxious individuals were negative and put themselves down.

The less anxious could concentrate on the task better that the anxious because they did


not have such negative self-awareness as the others did. The results, according to

Macintyre and Gardner (1991) are that “…the students can be aware that only in

language class do they experience difficulty. This leads to the differentiation of language

anxiety from other forms of anxiety and to the isolation of its effects in the second

language context” (p.297).

Studies also show the effects of anxiety on language learning. Horwitz et al.

(1991) states that Kleinmann’s (1977) findings reveal that students with high levels of

anxiety perused less difficult grammatical constructions than the less anxious students did

(p. 126). Therefore, students under relaxed personal conditions are benefiting from the

second language class more than the anxious students. During this period of anxiety

students go through feelings of worry and dread, have trouble concentrating, sweat,

experience heart palpitations, and become forgetful. These psycho-physiological

symptoms hinder the language learning experience (Horwitz et al., 1986).

There are many causes or factors that lead to second language learning anxiety.

The first is fear of negative evaluation. Students’ fears are brought on by the environment

of the foreign language classroom, where they are constantly being evaluated. The

evaluation from the only fluent speaker in the room, the teacher, is crucial to a second

language student (Horwitz et al., 1986). However, the evaluation or criticisms from peers

is also a major cause of anxiety. Young (1991) found that anxious learners thought their

skills in language were weaker than their peers’ and they were looking down at them.

They are afraid to speak out loud in front of the class, during speaking practice. Kitano

(2001) uses information from Young’s (1990) survey study in which students learning


Spanish said that they would speak out loud and answer more questions if they were not

afraid to give the wrong answer.

Another cause of foreign or second language learning anxiety is learners’ self

perception of speaking ability in the target language. Horwitz et al. (1986) claims that

most of the learners’ anxiety comes from their self-concept of ability. They are also

comparing their skills with native speakers of the target language, which lead to

embarrassment and sham that they are not pronouncing exactly like the native speakers.

Of all the skills taught in the foreign language class, students perceive speaking ability

the most important. Kitano (2001) argues that “…speaking skill is usually the first thing

that learners compare with that of peers, teachers, and native speakers” (p. 550). Hence,

learners’ low self perception of speaking ability is a cause or source of anxiety in second

language learning.

A source of anxiety can also come from the fear of testing. There is a great deal

of students who experience test anxiety. When many grammar items must be

remembered, Horwitz et al. (1986) state that many students report that knew the grammar

but forgot it while taking the test. Anxiety is produced when students remember, after

the test, that they made a mistake and put down a wrong answer because of their

nervousness during the test. Test anxiety can also be brought on by the question types

that are on the test. If the student has never seen that specific question format he or she

might experience test anxiety during that test and future tests. Young (1991) states that,

“In language testing, the greater degree of student evaluation and the more unfamiliar and

ambiguous the test tasks and formats, the more the learner anxiety is produced” (p.429).


Studying can cause test anxiety as well. Some students may study a lot if they

received a poor grade on a previous test or are anxious about making mistakes on an

upcoming test. If the material that the student studied is not what is on the test, fear and

anxiety could produce. This may lead to studying avoidance. Horwitz et al. (1986) states

that, “Anxious students may avoid studying and in some cases skip class entirely in an

effort alleviate their anxiety” (p. 127).

Anxious second or foreign language learners have trouble distinguishing between

the target language’s sounds and structure. When the target language is spoken by his

teacher, a male student reported to only hear a loud buzzing sound (Horwitz et al., 1986).

Also reported by Horwitz et al. (1986), many students, who experience foreign language

learning anxiety, claim to understand little to none of the teacher’s output. Not being

able to comprehend the target language is a major cause of anxiety.

Finally, the instructor can serve as a source of anxiety. Contrary to research,

some instructors think that intimidating their students will cause them to become

motivated to learn the foreign language. Young (1991) describes it best by stating that:

Instructors who believe their role is to correct students constantly when they make

any error, who feel that they cannot have students working in pairs because the

class may get out of control, who believe that the teacher should be doing most of

the talking and teaching, and who think their role is more like a drill sergeant’s

than a facilitator’s may be contributing to learner language anxiety. (p. 428)

Teachers who engage in any of the above behavior should find a new career. The teacher

in a second language classroom should not contribute to the already enormous stresses in

the students’ language learning. The way in which mistakes are perceived by the


instructor could also add to students’ anxiety. Although some correction is needed in a

second or foreign language classroom, it is the way in which the instructor corrects them.

With most of the causes of anxiety in foreign language learning covered, those

causes need solutions to help lower the students’ anxiety. Young (1991) suggests,

“Recognizing learner manifestations of anxieties related to speaking, negative evaluation,

and foreign language learning- generated anxieties are important first steps in coping with

language anxiety” (p. 429). Teachers can help students who are experiencing anxiety to

recognize their fears and physically write them down in a journal or notebook. They can

share their anxieties within a support group or foreign language class to see that they are

not alone in their fears. Teachers can also help students to approach the anxiety-proving

situation in a more realistic way instead of avoiding the situation.

Another method for reducing anxiety is to use an anxiety graph, which helps

students to narrow in on the cause of their anxiety. Young (1991) explains how to use an

anxiety graph, “Students chart their level of anxiety to show that not every phase of an

oral interaction produces an equal amount of anxiety” (p. 430). Along with a teacher or

counselor, students can analyze their graph. They can see where the highest point is and

find a better approach to that anxiety induced situation. Students can also use this

opportunity to express their feelings into writing. Journal Writing provides students with

an outlet to their emotions, fears, realizations, and future plans (Young, 1991).

Having students write focused essays as a solution to their anxiety is a theory

developed by MacIntyre and Gardner (1991) in which it, “…forced the students to

concentrate on their own reactions to events making a given type of experience highly

salient to them” (p. 297). The anticipated result is that the students’ view of themselves


will change. The whole essay will be entirely on the situation or perception that they

want to alter. The examination of the situations in which anxiety is provoked will then be

analyzed by the student through the completion of the essay. This, in turn, will help the

students to better understand and cope with their specific anxiety induced situations.

Well planned activities can also help to examine students’ fears of second

language learning. Young (1991) speaks of a suggestion from Crookall and Oxford

(1991) in which students participate in an activity called Agony Column. Students will

take on three roles in this editorial imitation. The three roles are themselves, an “agony

aunt” such as a “Dear Abby”, and a counselor. The students will first write letters to the

agony aunt explaining their anxiety. They will then read each others letters and play the

parts of the agony aunt by giving advise to the anxiety. Finally, the students will act as

counselors. In small groups they will react to the replies and reliability of the given

advice (Young, 1991). This is a good activity for higher leveled students who can read,

write, and analyze in the target language. Participating in silent individualized reading

can help students reduce anxiety by working at their own pace. MacIntyre, Knowles, and

Clement (1997) suggest that, “When reading, one may review a passage many times,

recover any missed information, and gain confidence in one’s interpretation without

publicly acknowledging having trouble” (p. 2800.

Reducing learners’ anxiety can also be done by participating in a support group.

In addition, they can work with a tutor to help strengthen those areas that the student is

lacking in. Joining a language club can also be a good solution to second language

learning anxiety. Submerging into the target language in a relaxed, un-graded

environment might help students to become more motivated in their second language


learning. Young (1991) suggests learners participate in self-talk to motivate themselves

into a situation where he or she experiences anxiety. Some examples of self-talk are,

“Just relax”, “I can do this”, “Take a deep breath”, and so on.

Teachers can help anxious learners with their study of the second language.

Horwitz (1988) suggests teachers “discuss with their students reasonable commitments

for successful language learning and the value of some language ability if it is less than

fluent” (p.286). Second language teachers need to be sensitive to their students’ needs

and fears. Becoming a facilitator of learning can help the student as well as the teacher.

His or her responsibility will be to provide students with comprehensible output and

opportunities to communicate in the target language inauthentic situations with authentic

materials (Young, 1991).

Finally, another solution to students’ anxiety is that instructors re-evaluate their

teaching beliefs. Young (1991) suggests that instructors videotape themselves to help

them to take an outside look at their teaching style and the reaction of the class as well as

individual learners. Another valuable tool for teachers is to become involved in

conferences, workshops, and panels to keep up-to-date with new teaching philosophies,

practices, and research (Young, 1991).

Research within the field of second language learning anxiety is becoming more

wide spread and accurate. With this research the underlying causes of anxiety will be

more apparent and with that comes more solutions that can be carried out in the second or

foreign language classroom.


References

Horwitz, E.K., Horwitz, M.B., & Cope, J. (1986). Foreign language Classroom Anxiety.

[Electronic version]. The Modern Language Journal, 70 (2), 125-132.

Kitano, K. (2001). Anxiety in the College Japanese Classroom. [Electronic version].

The Modern Language Journal, 85 (4), 549-566.

MacIntyre, P.D., & Gardner, R.C. (1991). Investigating Language Class Anxiety Using

the Focused Essay Technique. [Electronic version]. The Modern Language

Journal,75 (3), 296-304.

MacIntyre, P.D., Noels, K.A., & Clement R. (1997). Biases in Self-Ratings of Second

Language Proficiency: The Role of Language Anxiety. [Electronic version].

Learning Language, 47 (2), 265-287.

Young, D.J. (1991). Creating a Low-Anxiety Classroom Environment: What Does

Language Anxiety Research Suggest?. [Electronic vesion]. The Modern

Language Journal, 75 (4), 426-439.



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380 Paper Jennifer