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speaking anxiety assignment turn it in utm seminar class
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Introduction
English is that the language of international communication and it's wide utilized in Malaysia. It
is anticipated that with the trend of globalization, this country can face additional stiff
competition from other foreign countries. Thus, Malaysian students ought to be equipped with a
solid education foundation and in coaching to stay competitive; together with the capability to
speak in English. As a second most vital language in Malaysia, English is extensively utilized in
education system from the first up to tertiary level. It’s conjointly wide utilized in numerous
professions like the medical, engineering, legal and business. Therefore, it’s very important for
Malaysian students to be skilful in English so they will use the language with efficiency for
academic functions and later in job setting.
Those who are skillful in English can have higher possibilities to be employed by international
companies once they graduate. It’s as a result of the employers don't merely scrutinize their
excellent tutorial results however conjointly their proficiency within the second language.
Companies nowadays don't solely choose the most effective graduates who will deliver technical
skills however conjointly those that possess soft skills. These soft skills embody the flexibility to
speak in English effectively. In fact, even job interviews are currently conducted in English.
Thus, confidence in speaking is incredibly necessary to graduates as a result of it will prove that
they're the acceptable candidate for the task.
Therefore, English becomes the second most vital language to the learners. They need to master
the language to perform well or excel in their study and to be one step ahead in the competitive
job market.
Speaking Anxiety
UTM students need to use English extensively for his or her tutorial functions. Most of the
academic books are in English and a few of the topics are educated in English. Despite having
learned English for eleven years in colleges, students still have problem to use the language
effectively.
Most of learners have problem in speaking the second language particularly English. It can be
more trying when they are expected to communicate using the second language before the
fluency is achieved. Krashen, who was interviewed by Young (1992) explain that speaking will
cause high anxiety level.
Factors of speaking anxiety
Horwitz, Horwitz and Cope (1986) expressed that anxious students usually cite speaking within
the foreign language to be their most anxiety-producing expertise. this is often partially because
of the actual fact that it\'s exhausting to be one’s self within the target language (i.e., feelings of
uncertainty and threats to the ego because of the unknown part of the second language; cf.
Guiora et al., 1972), which may therefore trigger anxiety. The foreign language learner is place
within the position of communication one thing that is meaningful to him/her while not having
adequate command of the language to try to thus.
Self aware language learners are confronted with the likelihood that folks can understand them
differently from the method they understand themselves. Thus, learners will expertise anxiety as
a result of worry or expertise of “losing oneself” within the target culture. As Oxford (1992)
points out, this is often closely associated with the concept of “culture shock.”
Gregersen and Horwitz (2002) checked out the link between foreign language anxiety and
temperament. They found that anxious language learners and perfectionists could have variety of
characteristics in common (e.g., higher standards for his or her English performance, a bigger
tendency toward procrastination, a lot of worry over the opinions of others, and a better level of
concern over their errors) which these characteristics have the potential for making acquisition
unpleasant additionally as less victorious for them than for alternative students.
Most studies on foreign language anxiety ar quantitative in nature. From a qualitative
perspective, Price (1991) interviewed highly-anxious students to achieve insight into the
subjective experience of language anxiety. One in all the interviewees stated: “I’d otherwise be
in jail camp than speak an foreign language.” generally, the interviews were per the foreign
language anxiety construct known by Horwitz, Horwitz and Cope (1986). The participants spoke
concerning their take a look at anxiety, communication apprehension, and worry of negative
analysis. All of them known speaking the target language to be the best supply of apprehension.
Rather like Young (1990), the interviews conducted by worth stressed the importance of low
shallowness. Several of her subjects compared themselves to alternative language learners and
believed their language skills to be weaker. Additionally, the participants’ responses instructed
that perfectionism is another temperament attribute that may get play (cf. Gregersen and
Horwitz, 2002). Consistent with Price (1991), anxious learners usually interact in self-
comparison with classmates and peers – a observe which may cause anxiety.
Student beliefs concerning acquisition may also be related to anxiety (Horwitz, Horwitz and
Cope, 1986; Horwitz, 1988, 1989; worth, 1991; Young, 1991). Students will have unrealistic
expectations on however an individual ought to perform in a very foreign language classroom;
when those expectations don't seem to be met it will cause negative feelings concerning one’s
intelligence and abilities. Young (1994) listed the subsequent role-related beliefs that are shown
to evoke feelings of anxiety: it's necessary for the teacher to be discouraging at times; the teacher
is supposed to correct each single mistake created by the students; cluster or partner work isn't
appropriate as a result of it will get out of control; the teacher ought to do most of the talking;
and also the instructor’s role is that of a drill sergeant.
In a study of starting university language learners, Horwitz (1988) found that over a third of the
scholars thought that an overseas language might be learned in 2 years or less of typical
university study (i.e. one hour a day). Additionally, several students additionally believed that
learning a second language primarily concerned memorizing vocabulary words and grammatical
rules. Such inaccurate beliefs could cause disappointment and frustration on the part of the
students. Horwitz (1989) found a relationship between many acquisition beliefs and levels of
foreign language anxiety in university Spanish students. Specifically, as compared with less
anxious students, a lot of anxious learners during this study judged acquisition to be relatively
tough and themselves to possess comparatively low levels of foreign language ability.
Palacios (1998) found that the subsequent student beliefs are related to anxiety: the feeling that
mastering a language is an amazing task; the sensation that one has to go through a translation
method so as to speak within the target language; the problem of keeping everything in one’s
head; and also the belief that learning a language is less complicated at associate earlier age.
These are all faulty beliefs which will cause the scholars to own surreal expectations about the
acquisition method, and therefore cause some anxiety.
As way as teacher factors, a faultfinding teaching angle (Samimy, 1994) and a harsh manner of
teaching (Aida, 1994) are joined to student worry within the room. Palacios (1998) found the
subsequent characteristics of the teacher to be related to anxiety: absence of teacher support,
unsympathetic personalities, lack of your time for private attention, favoritism, a sense that the
category doesn't give students with the tools necessary to match up with the teacher’s
expectations, and also the sense of being judged by the teacher or desirous to impress the teacher.
Young (1999) noted that teaching an excessive amount of synchronic linguistics or avoiding
synchronic linguistics altogether as well as victimization speaking activities that place the learner
“on the spot” before of peers while not allowing previous preparation also are sources of hysteria
for several students. Ando (1999) found that having a verbaliser for an instructor will cause
anxiety, because the teacher could lack the sensitivity of the learning method or the teacher is
also exhausting to grasp in English.
A third supply of foreign language anxiety is room procedures. Young (1990) compiled a listing
of room activities that ar perceived by students as manufacturing anxiety: (1) spontaneous role
play before of the class; (2) speaking before of the class; (3) oral presentations or skits before of
the class; (4) presenting a ready dialogue before of the class; and (5) writing work on the board.
Error correction additionally clothed to play a crucial role: being negatively evaluated by either
the teacher or peers is commonly related to anxiety. Palacios (1998) found the subsequent room
characteristics to be anxiety-producing: demands of oral production, feelings of being placed on
the spot, the pace of the category, and also the part of being evaluated (i.e., worry of negative
evaluation).