learn to fear in a language

Some people encounter many difficulties in learning a second language. It is believed that there are some emotional factors in foreign language learning which affect our ability to learn. These are primarily concerned about intelligence, motivation, attitudes and fears. Among these, fear is emerging as one of the most important factors for a successful language teaching. This fear is foreign language by some authors as “a feeling of tension, anxiety and nervousness associated with the situation of learning a foreign language is defined.”
First I would like to point out that a lot of studies were conducted to understand the reason for that fear. According to these studies, there are some internal and external factors increase or decrease the level of anxiety one feels when learning a second language. There are also some personality traits that increase the anxiety of language learning. In my presentation I have tried several essays examine various authors to achieve some results on this type of fear. While studying in them, I found several causes of fear, and I started on ways to overcome this feeling of wonder.
In this paper, I have studied in different works of authors in order to understand the relationship between anxiety and performance. Elaine K. Horwite in her work “Language anxiety and achievement,” explains this relationship and tells of an instrument to measure this anxiety. She goes to her work by clarifying the nature of fear and some solutions to both teachers and students offers. In addition, the text is “fear in the College Japanese Language Classroom” by Kazu Kitano we as readers in the specific research among college students in the United States to learn Japanese are facing. We have been a few questions and in the end we will be able to evaluate the results. As a result, we draw a conclusion that the fear may differ in learning a foreign language to some factors such as age, gender, students present level, etc. The last text I studied was “Anxiety language: Differentiating Writing and Speaking Components” by Yuh Show Cheng, Elaine K. Horwitz and Diana L. Schallert. Here, writing and speaking fears are taken separetely and a research project was about them. The writers focus on the results and explained the reasons why they found this type of research is incomplete.
All in all I would like to say that I tried to find in my work on the root causes of anxiety in language learning. I examined the research made by some writers and I’ve thought about some ways to overcome this feeling in language learning. I will explain, some researchers’ ideas on this issue. Additionally, I will conclude my work with the proposal my own ideas.
First I would like to mention about Elaine K. Horwitz ‘s text such as “Language Anxiety and Achievement” She and her colleagues fear specific language name and call it Foreign Language Anxiety. Due to this fact, they offer a tool to measure, the Foreign Language Classroom Anxiety Scale (FLCAS) is. This article describes especially the relationship between anxiety and performance. First, she sees the anxiety as a psychological construct. How is it connected to the nervous system, negatively influences our motions, especially it has a deep impression in learning. The writer talks about the perspectives on the early anxiety and language learning. She explains Scovel theory that the separation of the different species of fear, by special view research to measure the nature of fear to identify them. Since then, studies have been started by the FLCAS and other special measures are taken. Studies show that there is a negative correlation between anxiety and performance if final grades are affected. Primarily, they evaluated the final grades, but then abandoned the idea and to more current measures to promote the implementation began. Thus they reached to a point that the relationship changed after a number of factors such as “teaching levels,” and “different target languages. Some researchers namely Sparks and Ganschow propose the Linguistic Coding Differences Hypothesis (LCDD) to question whether the foreign language anxiety independent of language achievement. They want to know if anxiety is a cause or a result of poor performance in learning a language. You wonder whether defects in the first language learning causes of this failure. They believe that people, the poor have language skills Foreign Language afraid. Contrary to this belief, argues MacIntyre and Horwitz, that there is no connection between them. Then one of Elaine, the conditions under which anxiety level changes. The teacher is seen as one of the most important factors. He / she will be many alternatives, a harmonious environment to make. Finally, it recommends that the role of anxiety in language learning differ from its role in language performance. It tells of an unresolved issue in which it is difficult to determine whether fear has really disturbed with the learning . She wonders whether students are still anxious in the situation, the difficulties of acquiring a second language. To what extent anxiety has a negative effect on learning a language is still a question to be answered.
Secondly, the text “Anxiety in the College Japanese Language Classroom” by Kazu Kitano gives us some thoughts about the relationship between anxiety and language learning. In his work he talks about a research done among college students of Japanese. This study wanted to find out that the sources of fear in the classroom. Mainly this study found that there are two sources of anxiety that the learning of foreign languages. These are primarily individual students fear of negative evaluation and self-perceieved his speaking ability. Many students are afraid of a negative view. They are afraid of making mistakes while pronouncing a word. Since they are sensitive to such tests do not choose to speak to their colleagues. Moreover, they compare their speaking ability 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 the anxiety level. For example, educational level of students, teachers, sex, age, native language, use of language, the length of the time, he studies / her second language, final grades, previous experience, teacher-student interaction, classroom procedures and so on .
Taking everything into consideration, this underlines the importance of research, the role of the teacher in language teaching. It offers many possibilities that can be used in their classes. For example, first they can identify their students, so that some individual differences are not so noticeable. You should specifically considered positive reinforcement through positive comments and show those to do with fear of negative evaluation. You should be aware that it is not such a rule saying that can not be advanced or experienced students anxiously. For the above reasons, anyone can anxiously through internal and external factors.