Anxiety as an Individual Differences
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I. Anxiety is an apprehension or vague fear that arises from the arousal of the limbic system in the brain. It can be trait anxiety as a permanent predisposition or state anxiety in response to a specific situation. II. Language anxiety is a feeling of tension and apprehension directly related to learning a second language. It can negatively impact achievement and is situation-specific anxiety aroused in language learning contexts like speaking. III. Sources of language anxiety include communication apprehension, fear of tests, and fear of negative evaluation. Teachers can help reduce classroom language anxiety by maintaining equilibrium, encouraging positive thinking, overlooking mistakes, and creating a stress-free environment.
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Anxiety as an Individual Differences
- 2. What is anxiety ?
- 3. Scovel (1978:134) stage of apprehension II. a vague fear III. arousal of the limbic system I.
- 4. Limbic system Interconnected deep brain structures II. Olfaction III. Emotion IV. Motivation V. Behavior I.
- 5. Gliksman Negative predicator of achievement is anxiety.
- 6. Macintyre & Gardner(1994:284) Language anxiety is the feeling of tension and apprehension.
- 8. • Many people who are good learners in othe subject areas can experience anxiety when learning a second language Math Monday English Tuesday
- 9. Communicative Language Teaching and Suggestopedia are explicitly directed at reducing learner anxiety. or
- 10. Anxiety and speech communication appear to have a strong bond with each other.
- 11. Suitable lexis II. Appropriate syntactic structure III. Comprehensible accent IV. Thinking and organizing ideas I.
- 13. Classification
- 14. Anxiety Facet 1 Trait Anxiety State Anxiety Facet 2 Situation Specified Anxiety Facilitating Anxiety Debilitating Anxiety
- 15. • 1.Trait Anxiety a more permanent predisposition to be anxious. It is related to learner’s personality. (Scovel, p. 137).
- 16. • 2.State Anxiety apprehension that is experienced at a particular moment in time as a response to a definite situation. • (Spielberger 1983) What if the teacher calls on me?I always get the answer wrong!
- 17. 3.Situation Specific Anxiety the anxiety which is aroused by a specific type of situation or event such as public speaking,examination or class participation.
- 18. Facilitating vs debilitating anxiety Facilitating anxiety motivates the learner to ‘fight’ the new learning task; it gears the learner emotionally for approval behavior. Example: Student works hard and passes the exam. Debilitatiing anxiety motivates the learner to ‘flee’ the new learning task; it stimulates the individual emotionally to adopt avoidance behavior. (Scovel, T. ,1978) Example: run away from exams.
- 20. • Horwitz & Cope (1986) developed a foreign language anxiety scale based on conversation with beginner learners who identified themselves as anxious. This questionnaire consists of 33 items relating to the 3 general sources of anxiety. Communication apprehension Tests Fear of Negative Evaluation
- 21. Teacher’s Role in Class-Room Anxiety 1. 2. 3. 4. 5. State of equilibrium in Class. Positive Thinking towards Students Encouragement Overlook Student’s mistakes Stress free environment.
Editor's Notes
- specifically associated with second language contexts, including speaking, listening and learning.Macintyre & Gardner(1994:284)specifically associated with second language contexts, including speaking, listening and learning.Macintyre & Gardner(1994:284)
- A student has no anxiety in their classes mayonly have anxiety in your secondlanguage classroom.