Language learning anxiety - Annotated Bibliography

Language learning anxiety

Annotated Bibliography

Language learning anxiety is a general phenomenon among SLA students. In spite of the fact that it is a widely known problem and concerns almost all foreign language students, there are a few methods and language teaching techniques that are consciously used and can help reduce language learning anxiety. To find such methods, it is important to know what types of language learning anxiety there are, what are the main causes that bring them about and how they can be reduced and treated.

MacIntyre, P. D. (1995). How does Anxiety Affect Second Language Learning?. Wiley, 79 (1), 90-99.  http://www.jstor.org/stable/329395

MacIntyre says that anxiety has a significant role in language learning and communication, and that anxiety is a phenomenon that appears most vigorously in language learning classes. He examines anxiety both from a social and cognitive point of view, and he describes the different types of socially based anxiety. Besides, he also gives an explanation of the basis of the negative effects of anxiety on cognitive activity. He examines the relations between anxiety, cognition and behaviour, as well.

In the case of my study, this paper might be relevant because it might help to recognise some of the causes of language learning anxiety. It also describes some types of language learning anxiety, not only from a cognitive, but also from a social point of view, which might be interesting concerning the fact that it provides more information about the causes of anxiety in general – not only in a language learning context. Moreover, it is easier to find methods to reduce language learning anxiety if there are more types and causes known.

Pappamihiel, N. E. (2002). English as a Second Language and English Language Anxiety: Issues in the mainstream classroom. National Council of Teachers of English, 36 (3), 327-355.  http://www.jstor.org/stable/40171530

In this study there is a description of an experiment carried out by the Florida State University, which addresses issues of English language learning anxiety in two settings: English as a second language and mainstream classrooms. Its aim was to identify factors contributing to anxiety, and the coping strategies of students. Results showed several related but different types of English language learning anxiety and some other differences (for instance, gender).

This study is relevant for my topic because with the help of an experiment it introduces different types and some causes of language learning anxiety. Furthermore, and more importantly, it provides an image of how students try to cope with language learning anxiety, and in what forms it might appear.

Young, D. J. (1991). Creating Low-Anxiety Classroom Environment: What does Language Anxiety Research Suggest?. Wiley, 75 (4), 426-439.  http://www.jstor.org/stable/329492

Young says in this paper that there are at least six different potential sources of language anxiety: personal and interpersonal anxiety, learner beliefs about learning, instructor beliefs about teaching, instructor-learner interactions, classroom procedures and language testing. He also describes these six sources. According to him, recognizing learner manifestations of language learning anxiety is the first step in finding ways to cope with anxiety. He provides descriptions of some types of the manifestations of language learning anxiety. Finally, he gives some examples of the ways in which language learning anxiety can be reduced in classrooms. According to him there are many ways to create a “low anxiety classroom atmosphere”, for instance, by helping students recognise that their beliefs about language learning are irrational by asking them to verbalize any fears.

This study is relevant for my topic because Young deals with finding solutions or methods to reduce language learning anxiety. He examines the types and manifestations of language learning anxiety in order to be able to find such methods which might help, and he also suggests and describes some methods that he found.

Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign Language Classroom Anxiety. Wiley, 70 (2), 125-132.  http://www.jstor.org/stable/327317

In this study the effects of anxiety on language learning are examined. The authors claim that according to some studies anxiety can affect the communication strategies that language learners employ in a second language both in speaking and in writing. There is also an attempt to describe the concept of anxiety: how it appears and what it brings about in the behaviour of students. For example, communication apprehension plays a large role in foreign language anxiety, and it prevents language learners from controlling communicative situations. They also say that foreign language learning anxiety frequently shows up in testing situations.

This study might be a useful source to help answer my questions, as it not only describes the causes and types of language learning anxiety, but also provides a definition of it. It is easier to find a solution to cope with anxiety if we can define the concept of anxiety in a more exact way. Another useful point is that the study gives examples of the manifestations of language learning anxiety, so it can help identify the problem, and thus it is easier to deal with it.

Fórián Eszter