Overcoming anxiety Kate Montgomery French Coordinator and Head of Year 12
in second language learning
When learning a second language (L2), the goal is to be able to communicate successfully with others by attaining a reasonable level of language proficiency (Moskovsky et al. 2016). For most learners, the broad range of cognitive skills which need to be mastered for L2 proficiency means that communication in an L2 is much more difficult and less successful than in their first language (Horwitz 2017). While some secondary students accept these limitations, others find their inability to reflect their true personalities and to express complex ideas in an L2 to be distressing (Horwitz 2017). For these learners, the process of acquiring an L2 can be a psychologically challenging experience as it impacts on their self-concept and leads them to fear that their limited communication skills will prevent them from presenting themselves in an authentic manner and result in unfavourable judgement from others (Horwitz 2017). These are just some of the complex factors which can lead to Foreign Language Classroom Anxiety (FLCA), the study of which has preoccupied Second Language Acquisition researchers for several decades (Horwitz, Horwitz & Cope 1986; Aida 1994; Gregersen 2003). FLCA can be defined as 'the worry and negative emotional reaction aroused when learning or using a second language' (MacIntyre 1999, p. 27). Recently, however, the influence of Positive Psychology (Fredrickson 2013) has engendered a shift in second language acquisition research to focus less on the negative emotion of anxiety and more on the importance of students experiencing the positive emotion of enjoyment in language classrooms through fun, creative and challenging lessons conducted in a supportive and friendly environment (Dewaele, J-M et al. 2018).
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One reason that researchers have found FLCA so significant is due to the adverse effects of FLCA on L2 learners. Dewaele and MacIntyre describe FLCA as ‘insidious’ (2014 p. 238), as it can negatively impact an L2 student’s ability to progress in their studies and undermine the best
teaching techniques and resources. Its effects can be academic, such as lower grades and ineffective overstudying; cognitive, such as anticipating failure and inability to retrieve previously known vocabulary; and also social, such as a lack of communication and lower communicative confidence (MacIntyre 2017).
there is also an overlap between teacher and environmental factors, as teachers are instrumental in the creation of the classroom ambience. Consequently, teachers can positively or negatively impact peer relations, which in turn have been shown to affect FLCA in some students (Shao, Pekrun & Nicholson 2019).
Variables that impact on Foreign Language Classroom Anxiety
Studies suggest that the process of teachers providing oral corrective feedback to L2 learners is an essential component of second language acquisition that assists students to improve their level of language competence (Lyster, Saito & Sato 2013). Nevertheless, the way in which teachers correct these errors can impact on FLCA (Teimouri 2017). When students have their mistakes corrected frequently, harshly and in front of their peers,
There are many variables which can contribute to FLCA, including learner, teacher and environmental factors (Jin & Dewaele 2018). Learner variables Studies indicate that while variables that relate to the teacher and the classroom environment can contribute to FLCA, the main factors associated with this form of anxiety are connected to the learners themselves, such as personality traits (Saito et al. 2018). There is insufficient space in this article to discuss these learner variables in depth; however, one such personality trait which has been examined with regard to FLCA is perfectionism (Dewaele 2017). The psychological construct of perfectionism has been described by researchers as having both positive and negative components (Dewaele 2017). The positive, or adaptive, aspects of perfectionism can lead to success for these learners based on the high standards they set themselves (Grzegorek et al. 2004). However, these same high standards can prove crippling to perfectionists if they perceive that they are unable to attain them, resulting in much self-criticism and feelings of failure (Grzegorek et al. 2004). Teacher and environmental variables In addition to learner variables, teacher and environmental factors can also impact on the severity of FLCA experienced by students (Saito et al. 2018). There are some specific teacher variables which can impact directly on FLCA, for example, methods of error correction (Horwitz 2013). However,
