Language Learning Is A Complex Process English Language Essay

Language Learning Is A Complex Process English Language EssaySpielberger defined as the inherent feeling of tension, apprehension, nervousness and worry associated with an arousal of the autonomic nervous system. It is a psychological and physical response to a holy terror to certain values which the individual holds as essential to his existence (May, 1977). Foreign spoken language classes is perceived by many students as more dread provoking than other classes (Horwitz et al., 1986). Although some past tense researches suggested that foreign language anxiety may be facilitating (Chastain, 1975 Kleinmann, 1977), recent studies have proved that its effect is more debilitating to the language learning process (e.g. Philips, 1992 Aida, 1994 Donley, 1997 Von Wrde, 1998 Ando, 1999). In addition, MacIntyre and Gardner (1991) states that anxiety is really problematic to foreign language learners since it hinders the acquisition, retention and production of the new language.Foreign la nguage anxiety (FLA) is a new boundary coined by Horwitz et al. (1986). It is a specific display case of anxiety considerd by learners of foreign and second language learners. It is the feeling of stress and nervousness which affect non-native speakers darn studying a foreign or second language. Horwitz, Horwitz, and Cope (1986) define FLA as a complex phenomenon which consists of self-perceptions, beliefs, feeling, and behaviours related to classroom language learning arising from the singularity of the language learning process. Young (1992) defined it as a complex psychological phenomenon specific to language learning. A more habitual definition of FLA disposed by MacIntyre and Gardner (1994) describes it as a type of situation-specific anxiety in speaking, listening, and learning that is experienced by learners in the context of second or foreign language learning. Moreover, MacIntyre (1995) pointed that anxiety may facilitate or debilitate the learners academic performanc e. According to Spielberger et al (2005) FLA is the fearfulness that a person feels when using a second or foreign language in which he is not proficient. He describes it as the tendency of the individual to react nervously when using the second language in the different linguistics skills, (i.e. speaking, listening, reading and writing). Since then researchers have produced a considerable number of studies to prove that it is not merely an abstract issue, but a public for foreign language students (e.g., Casado Dereshiwsky, 2001 Coryell Clark, 2009 Kosti-Bobanovi, 2009 Liu, 2006 Liu Jackson, 2008 MacIntyre Gardner, 1994a Tallon, 2009 Von Wrde, 2003).According to Horwitz et al (1986) the main causes of foreign language anxiety to communication apprehension, fear of negative evaluation and test anxiety. conference apprehension prevents the learner to develop communication skills in the target language. Likewise, fear of negative evaluation is the learners feeling that the teac her and other classmates may negatively valuate their language ability (Horwitz et al. 1986). According to Horwitz et al (1986), test anxiety is related to the performance of the learner. He considers the task or test as a threat instead of an opportunity to improve his language skills (Drney, 2001).Horwitz et al (1986) pioneered the first instrument to measure the foreign language anxiety named as the Foreign Language schoolroom Anxiety Scale (FLCAS). Since then, various studies have been conducted to define the relationship between foreign language anxiety and performance of learners. There is a general correspondence that FLA has a negative effect on the language learning process and performance (Horwitz et al., 1986 MacIntyre Gardner, 1991 Phillips, 1992 Young, 1991). Horwitz (2000) further adds, countless language learners and teachers across the world identify with the experience of foreign language anxiety, and the potential of anxiety to interfere with learning and perfo rmance is one of the most accepted phenomena in psychology and education. There is a general agreement among researchers that there is a consistent moderate negative correlation between FLA and learners performance (Aida, 1994 Horwitz et al., 1986 MacIntyre Gardner, 1991 Phillips, 1992 Saito Samimy, 1996 Coulombe , 2000 Kim , 1998).Foreign language speaking anxiety (FLSA) is specific type of anxiety which prevents the learner to communicate in the target language. Horwitz et al. (1986) suggested that FLA frequently occurs also in speaking in the form of a shyness characterized by fear of communicating in the foreign language. Tsiplakides and Keramida (2009) concluded that FLSA has a negative influence on students performance and they also proved that a decrease in anxiety automatically causes an increase in students motivation and hence performance is enhanced. However there are very few studies conducted to explore the reality FLSA and determine its bushel on the learning proces s from the students perspective.