an article that writes on the definition of language anxiety

1. LANGUAGE ANXIETY
Harni Jusuf, M.Pd
ABSTRACT
To support the successful of teaching learning process, it must be supported by
some apsects, such as: learning syles, teaching strategies, affective factors, and
socio-cultural factors. One of the affective factors that must be pay attention in
language learning is anxiety. Usually, language anxiety happen when students
learn foreign language. Anxiety divided into trait anxiety, state anxiety, and
situation-specific anxiety. Language anxiety causes by three (1) communication
apprehension (CA); (2) test anxiety; and (3) fear of negative evaluation. To know
the level of students’ language anxiety, it can be measured through foreign
language classroom anxiety scale (FLCAS). It is an instrument that has been
designed firstly by Elaine K. Horwitz et al. The instrument is a questionnaire
consists of 33 item of questions.
Key words: anxiety, language anxiety, foreign language classroom anxiety
scale (FLCAS).
ABSTRAK
Untuk menunjang keberhasilan proses belajar mengajar perlu didukung oleh
beberapa aspek, seperti: gaya belajar, strategi pembelajaran, faktor afektif, dan
faktor sosial-budaya. Salah satu dari faktor afektif yang perlu diperhatikan dalam
pembelajaran bahasa adalah kecemasan. Kecemasan berbahasa seringkali dialami
oleh siswa ketika mereka mempelajari bahasa asing. Kecemasan terbagi atas trait
anxiety, state anxiety, and situation-specific anxiety. Kecemasan berbahasa
umumnya disebabkan oleh tiga hal, yaitu (1) communication apprehension (CA);
(2) test anxiety; (3) fear of negative evaluation. Untuk mengetahui tingkat
kecemasan berbahasa siswa bisa diukur melalui pengukuran kecemasan berbahasa
asing, yaitu sebuah instrumen yang pertama kali didesain oleh Elaine K. Horwitz
dalam bentuk angket yang terdiri atas 33 butir pertanyaan.
Kata-kata kunci: kecemasan, kecemasan berbahasa, pengukuran kecemasan
berbahasa asing

2. A. Introduction
Everyone in the world has been ever experienced anxiety, even a very
successful man. Anxiety is one factor that can influence someone in his/her life.
Related to language lerning, anxiety involves to the affective factor, and it is a
thing that should get more attention from the teacher because it is a factor that
determine students can comprehend the skils of English. Richards and Renandya
said that the affective side of the learner is probably one of the most important
influences on language learning success or failure. The affective factors related to
second language or foreign language learning is emotions, self-esteem, empathy,
anxiety, attitude, and motivation. Second language or foreign language learning is a
complex task that is susceptible to human anxiety.1
Anxiety is another particular affective factor. It is one of the most
prominent and pervasive emotions. According to Arnold, language anxiety “ranks
high among factors influencing language learning, regardless of whether the
setting is informal (learning language, on the streets‟) or formal (in the
classroom)”. Students with anxiety attending the class will feel nervous and afraid
to cooperate with teachers and then they cannot concentrate on the learning points
and waste their energy or they just want to flee the learning task.2
According to Krashen, the students who feels at ease in the classroom and
likes the teacher may seek out more intake by volunteering ... and may not be
more accepting of the teacher as a source of input.3
Davies and Elder said that
anxiety, like motivation, is a learner factor that is amenable to pedagogic
influence. The study of anxiety can also be linked to a model of psycholinguistic
processing.4
1
Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching, (USA:
Cambridge University Press, 2002), p. 206
2
Krashen in Hui Ni, The Effects of Affective Factors in SLA and Pedagogical Implication. Journal:
Theory and Practice in Language Studies, Vol. 2 No. 7 Jully 2012, p. 1509
3
Ibid
4
Alan Davies and Catherine Elder, The Handbook of Applied Linguistics, (Australia: Blackwell
Publishing Ltd., 2006), p. 541

3. In regards to anxiety, this literature review purposes to describe five things
related to understanding language anxiety: (1) what is language anxiety; (2) the
kinds of anxiety; (3) the causes of language anxiety; (4) foreign language anxiety
scale; and (5) the ways to reduce language anxiety.
B. Understanding Language Anxiety
1. What is Language Anxiety
a. Defining anxiety
Brown defined that "anxiety is associated with feeling of uneasiness,
frustration, self doubt, apprehension, or worry".5
According to Joyce and Weil
anxiety is accompanied by muscular tension such as a feeling of discomfort in the
stomach or the clenching of the jaw.6
“Anxiety is the subjective feeling of tension, apprehension, nervousness,
and worry associated with an arousal of the autonomic nervous system.”7
Anxiety
is described as an uncomfortable emotional state in which one perceives danger,
feels powerless and experiences tension in preparation for an expected danger.8
Anxiety is a psychological construct, commonly described by psychologists as a
state of apprehension, a vague fear that is only indirectly associated with an
object.9
b. Defining Language Anxiety
Maclntyre and Gardner in Davies and Elder proposed that language
anxiety occurs at each of the three principal stages of the language acquisition
process. In the input stage, anxiety is a function of the learner's ability to handle
unfamiliar external stimuli, in the central processing stage it is aroused when
5
Douglas H. Brown, Principles of Language Learning and Teaching, (USA: Prentice Hall
Regents, Inc., 1994), p. 141
6
Bruce Joyce and Marsha Weil, Models of Teaching (2nd ed.), (USA: Prentice Hall, Inc., 1980),
p. 404
7
Elaine K. Horwitz et al, Foreign Language Classroom Anxiety, Journal: The Modern Language
Journal Vol. 70 No. 20, Summer 1986, p. 125
8
Horwitz and Young in Fatih Yavuz et al., Test Anxiety in Foreign Language Learning, (Online)
(Available from http://w3.balikesir.edu.tr/~saydin/index_dosyalar/c9s16m8.pdf, Accessed on
September 3, 2013), p. 146
9
Hilgard and Atkinson in Muhammad Tanveer, Investigation of the Factors that Cause Language
Anxiety for ESL/EFL Learners in Learning Speking Skills and the Influence It Casts on
Communication in the Target Language, Dissertation, (University of Glasgow, 2007), p. 3

4. the learner attempts to store and organize input, and in the output stage, anxiety
occurs as a result of the learner's attempts to retrieve previously learned material. In
each stage, anxiety can inhibit the functioning of the key processes.10
Relating to language anxiety, Gardner and MacLyntre in Arnold said that
language anxiety is fear or apprehension occurring when a learner is expected to
perform in the second or foreign language. Language anxiety ranks high among
factors influencing language learning, regardless of whether the setting is informal
or formal.
Gardner and MacIntyre defined language anxiety as “the feeling of tension
and apprehension specifically associated with second language contexts, including
speaking, listening, and learning”.11
Language anxiety, as an effective factor that
affects achievement in second language is a distinct complex of self-perceptions,
beliefs, feelings and behaviors related to classroom language learning arising from
the uniqueness of language learning process.12
Gardner and MacIntyre in Fatih Yavuz et al describes it as the
apprehension experienced when a situation requires the use of second language
with which the individual is not fully proficient.13
Based on the definitions above, it can be said that language anxiety is a
discomfort feeling when someone following foreign language class.
2. The Kinds of Anxiety
Psychologists make a distinction between three categories of anxiety: trait
anxiety, state anxiety, and situation-specific anxiety.
a. Trait Anxiety
Trait anxiety is relatively stable personality characteristic, ‘a more
permanent predisposition to be anxious.14
Trait anxiety is a personality trait.15
10
Maclntyre and Gardner in Alan Davies and Catherine Elder, op.cit, p. 540-541
11
Rebecca Humphries, Language Anxiety in International Students: How can it be overcome?
Griffith Working Papers in Pragmatics and Intercultural Communication 4, 1/2 (2011), p.66
12
Horwitz and Young in Fatih Yavuz et al., ibid
13
Gardner and MacIntyre in Fatih Yavuz et al, op.cit, p. 147

5. b. State Anxiety
State anxiety is a transient anxiety, a response to a particular anxiety-
provoking stimulus such as an important test.16
State anxiety is apprehension
experienced at a particular moment in time.17
State anxiety is an apprehension that
is experienced at a particular moment in time as a response to definite situation.18
Those who are able to perceive situations as being threatening are said to have
state anxiety, a social type of anxiety that occurs under certain conditions.19
c. Situation-specific anxiety
Situation-specific anxiety, refers to the persistent and multi-faceted nature
of some anxieties.20
It is aroused by a specific type of situation or event such as
public speaking, examinations, or class participation.21
situational anxiety is
anxiety experienced in a well-defined situation.22
Situation-specific anxiety is
related to apprehension aroused at specific situations and events.23
situation-
specific anxiety is caused by specific situation or event such as public speaking,
examinations or recitations.24
Some experts further differentiate the concept of anxiety by distinguishing
between cognitive (worry) and affective (emotional) components of anxiety. As
posited by Deffenbacher, anxiety produced by cognitive interference (e.g. learning
challenges) is due to extreme instances of worry and not the arousal of anxiety.
Therefore, this cognitive anxiety type associated for instance, classroom learning
14
Scovel in in Muhammad Tanveer, Investigation of the Factors that Cause Language Anxiety for
ESL/EFL Learners in Learning Speking Skills and the Influence It Casts on Communication in the
Target Language, Dissertation, (University of Glasgow, 2007), p. 4
15
Eysenck in Piniel Katalin, Foreign Language Classroom Anxiety: A classroom Perspective. In
M. Nikolov & J. Horváth (Eds.), (Hungary: Lingua Franca Csoport, 2006), p. 40
16
Spielberger in Muhammad Tanveer, ibid.
17
Piniel Katalin, op.cit
18
Ellis in Fatih Yavuz et al., ibid
19
Scovel in Rochelle Irene Lucas et al, English Language Learning Anxiety among Foreign
Language Learners in the Philippines, Journal: Philippines ESL Journal Vol. 7 Jully 2011, p. 98
20
MacIntyre & Gardner in Muhammad Tanveer, ibid.
21
Ellis in Muhammad Tanveer, ibid.
22
MacIntyre in Piniel Katalin, op.cit
23
Ellis in Fatih Yavuz et al., ibid
24
Scovel in Rochelle Irene Lucas et al, English Language Learning Anxiety among Foreign
Language Learners in the Philippines, Journal: Philippines ESL Journal Vol. 7 Jully 2011, p. 98

6. is rarely facilitative that is the learners has to struggle in order to change their
perspective with the new learning task.25
Kleinmann in Rebbeca Humphries split anxiety into two separate
constructs, facilitating and debilitating anxiety, with the former an asset to
performance and debilitating anxiety detrimental to performance.26
FLA itself can
have contradictory effects on language learning, and as such literature mentions
both debilitating and facilitating types of anxiety, where debilitating anxiety poses
an obstacle to language learning, whereas facilitating anxiety facilitates or fosters
it. Although both types exist, studies have mostly concentrated on the former.27
Besides, some researchers like Scovel examine Alpert and Haber’s
observation between facilitating and debilitating anxiety. The first motivates
learners to fight the new learning task, making them to expend extra efforts to
overcome their feelings of anxiety although according to Horwitz, this only
happens in the accomplishment of simple tasks learning task. The latter prompts
the learners to „flee‟ from the learning task to avoid feelings of anxiety.28
Williams argues that the distinction between these other two types of anxiety may
correspond to the intensity of anxiety with low anxiety state having a facilitating
function and high anxiety state having a debilitating effect. Moreover, he also
suggests that these two kinds of anxiety may sometimes cancel each other out
which may result in no apparent effect on achievement.29
3. The Causes of Anxiety
This section describe the factors that cause language anxiety.
Horwitz et al. in Muhammad Tanveer considering language anxiety with
relation to performance evaluation within academic and social contexts, it consists
of: (1) communication apprehension (CA); (2) test anxiety; (3) fear of negative
25
Deffenbacher in Rochelle Irene Lucas et al, op.cit
26
Kleinmann in Rebbeca Humphries, Language Anxiety in International Students: How can it be
overcome? Griffith Working Papers in Pragmatics and Intercultural Communication 4, 1/2
(2011), p.66
27
Scovel in Piniel Katalin, op.cit
28
Scovel in Piniel Katalin, op.cit
29
Williams in Piniel Katalin, op.cit

7. evaluation.30
Due to its emphasis on interaction, McCroskey in Muhammad
Tanveer said that the construct of communication apprehension is also relevant to
the conceptualization of foreign language anxiety.31
a. Communication Apprehension (CA)
Horwitz et al. in Muhammad Tanveer define communication apprehension
(CA)32
as “a type of shyness characterized by fear or anxiety about
communicating with people”. Most of the research in this area is based on
McCroskey’s conceptualization of CA as“an individual’s level of fear or anxiety
associated with either real or anticipated communication with another person or
persons”.
Communication anxiety may be specific to just a few settings (e.g., public
speaking) or may exist in most everyday communication situations, or may even
be part of a general anxiety trait that arises in many facets of an individual's life.33
Learners’ personality traits such as shyness, quietness, and reticence are
considered to frequently precipitate CA. These feelings of shyness vary greatly
from individual to individual, and from situation to situation.
McCroskey and Bond in Muhammad Tanveer found seven factors34
that
could result in a quiet child (this can equally offer explanation of adult CA); (1)
low intellectual skills, (2) speech skill deficiencies, (3) voluntary social
introversion, (4) social alienation, (5) communication anxiety, (6) low social self-
esteem, (7) ethnic/cultural divergence in communication norms. While
communication apprehension is but one of these factors, the others can lead to
communication apprehension.
30
Horwitz et al. in Muhammad Tanveer, Investigation of the Factors that Cause Language Anxiety
for ESL/EFL Learners in Learning Speking Skills and the Influence It Casts on Communication in
the Target Language, Dissertation, (University of Glasgow, 2007), p. 11-14
31
McCroskey in Muhammad Tanveer, ibid, p. 11
32
Horwitz et al. in Muhammad Tanveer, ibid, p. 11-12
33
Friedman in Muhammad Tanveer, ibid, p. 12
34
Bond in Muhammad Tanveer, ibid, p. 12

8. b. Test Anxiety
An understanding of test anxiety is also pertinent to the discussion of foreign
language anxiety. Test anxiety, as explained by Horwitz et al. in Muhammad
Tanveer35
“refers to a type of performance anxiety stemming from a fear of
failure”. Test anxiety is quite pervasive in language cla ssrooms because of its
continuous performance evaluative nature. Unfortunately, for highly anxious
students, second/foreign languages, more than any other academic subject, require
continual evaluation by the instructor – the only fluent speaker in the class. It is
also important to note that oral testing has the potential to provoke both test and
oral communication anxiety simultaneously insusceptible students.
According to Sarason in Arnold (1999: 64), "test anxiety can be part of
social anxiety, particularly in an evaluative situation where the student is asked to
communicate in the target language. However, test anxiety can occur in no
communicative situations, too". Test anxiety is 'the tendency to become alarmed
about the consequences of inadequate performance on a test or other evaluation,
regardless of whether the fears are realistic. Students with test anxiety frequently
experience cognitive interference and have a difficult time focusing on the task
at hand.36
c. Fear of Negative Evaluation
Fear of negative evaluation is an extension of the second component (test anxiety)
of second/foreign language anxiety because it is not limited to test-taking
situations; rather, it may occur in any social, evaluative situation, such as
interviewing for a job or speaking in second/foreign language class.37
It is also
broader in the sense that it pertains not only to the teacher’s evaluation of the
students but also to the perceived reaction of other students as well Horwitz et al.
35
Horwitz et al. in Muhammad Tanveer, op.cit, p. 13-14
36
Rebecca L. Oxford, Anxiety and the Language Learner: New Insight, in Jane Arnold (Ed), Affect
in Language Learning, (UK: Cambridge University Press, 1999), p. 63
37
Horwitz et al. in Muhammad Tanveer, ibid, p. 14

9. believe that, although communication apprehension, test anxiety, and fear of
negative evaluation provide useful conceptual building blocks for a description of
second/foreign language anxiety, it is more than just the conglomeration of these
three components: “we conceive foreign language anxietyas a distinct complex of
self-perceptions, beliefs, feelings, and behaviors related to classroom language
learning arising from the uniqueness of the language learning process”. What
makes language learning a distinct and unique process is its interaction with the
concept of ‘self’.
Fatih Yavuz et al stated that second language anxiety has three varieties38
:
Communicative apprehension occurs when learners have immature
communication skills although they have mature ideas and thoughts. It is a fear
about real communication with other people. Fear of negative evaluation occurs
when second language learners feel that they are not able to make the proper
social impression. It is an apprehension about others’ evaluation, avoidance of
evaluative situations, and the expectation. Conclusively, test anxiety is an
apprehension over academic evaluation. It is a fear of failing in test situations and
an unpleasant experience held consciously or unconsciously by learners in many
situations. It is a type of anxiety concerning apprehension over academic
evaluation which comes from a fear of failure.
Similarly, Rochelle Irene Lucas et.al stated that language anxiety caused
by the three following factors: communication apprehension, fear of negative
evaluation, and test anxiety.39
Communication apprehension is characterized by
fear and anxiety in communicating with people. Difficulty in speaking in public,
listening or learning a spoken utterance are all manifestations of communication
apprehension. This type of anxiety in learning a second language is derived from
the learners‟ personal knowledge that they will have difficulty understanding
38
Horwitz and Young in Fatih Yavuz et al., Test Anxiety in Foreign Language Learning, (Online)
(Available from http://w3.balikesir.edu.tr/~saydin/index_dosyalar/c9s16m8.pdf, Accessed on
September 3, 2013), p. 4
39
Rochelle Irene Lucas et al, English Language Learning Anxiety among Foreign Language
Learners in the Philippines, Journal: Philippines ESL Journal Vol. 7 Jully 2011, p. 102

10. others and making themselves understood. Learners suffering from
communication apprehension choose to keep silent in their English classes.
Test anxiety is a type of performance anxiety which is caused by fear of
failing a test. Test anxious students often put unrealistic demands on themselves.
Test anxiety is considered to be one of the most important aspects of negative
motivation which will affect learning. This type of fear is defined as an unpleasant
feeling or emotional state that has both physiological and behavioral concomitants
and that is experienced by the anxious learner when taking formal test or other
evaluative situations.
Fear of negative evaluation is the apprehension about other people‟s
evaluations. This may also include avoidance of evaluative situations and the
expectations that others might evaluate them negatively. It may also include the
student‟s fear inside the English classroom where factors such as learning
activities, teacher‟s methodology and even peer pressure may contribute to novice
language learners‟ anxieties.
Meanwhile, Still in Rochelle Irene Lucas et.al, Young outlined the three
sources of foreign language anxiety into three categories: sources associated with
the learner, the teacher and the institution. Anxieties related to the learner which
eventually cause anxiety include low self-esteem, competitiveness, self-perceived
low level of ability, communication apprehension, lack of group membership and
attitudes and beliefs about language learning. With teacher factors, judgmental
teaching attitude and a harsh manner of teaching are related to anxieties with the
teacher. Palacios in Rochelle Irene Lucas et.al, stated that factors such as lack of
teacher‟s support, unsympathetic personality of the teacher and lack of time for
personal attention does not help learners to cope in their new language learning
environment.40
Ando in Rochelle Irene Lucas et.al also added that having a native
speaker for a teacher can cause anxiety as the teacher may lack sensitivity of the
learning process and difficulties of the non native learners.41
Learning and
40
Palacios in Rochelle Irene Lucas et.al, op.cit, p. 99
41
Ando in Rochelle Irene Lucas et.al, ibid.

11. teaching styles pose as potential sources of language anxiety. If the instructor’s
teaching style and the students’ learning styles are not compatible, “style wars”
can trigger more anxiety on the part of the learners.42
Lastly, institutional anxiety can be traced to the list of classroom activities
(activities „suggested‟ by the curriculum) that the language learners perceive as
anxiety-producing. These may include: (a) spontaneous role playing; (b) speaking
in front of the class; (c) oral presentations and report; and (d) writing task on the
board.
4. Foreign Language Classroom Anxiety Scale43
Foreign Language Classroom Anxiety Scale designed by Horwitz et al. It
is an instrument that can be used to measure FLCA. It is a questionnaire consist of
33 items scored on five-point Likert Scale. Responses range from 5 for strongly
agree (SA), 4 for agree (A), 3 for neither agree nor disagree (N), 2 for disagree
(D), and 1 for strongly disagree (SD). The Foreign Language Classroom Anxiety
Scale can be seen as follow.
NO ITEM OF QUESTIONNAIRE SA A N D SD
1. I never feel quite sure of myself when I am
speaking in my foreign language class.
2. I don't worry about making mistakes in
language class.
3. I tremble when I know that I'm going to be
called on in language class.
4. It frightens me when I don't understand what
the teacher is saying in the foreign language.
5. It wouldn't bother me at all to take more
foreign language classes.
6. During language class, I find myself
thinking about things that have nothing to
do with the course.
7. I keep thinking that the other students are
better at languages than I am.
42
Oxford in Rochelle Irene Lucas et.al, ibid, p. 100
43
E. K., Horwitz, Michael B. Horwitz, and Joan Cope, Foreign Language Classroom Anxiety, The
Modern Language Journal, Vol. 70 No. 2, Summer, 1986, p. 125‐132.

12. 8. I am usually at ease during tests in my
language class.
9. I start to panic when I have to speak without
preparation in language class.
10. I worry about the consequences of failing
my foreign language class.
11. I don't understand why some people get so
upset over foreign language classes.
12. In language class, I can get so nervous I
forget things I know.
13. It embarrasses me to volunteer answers in
my language class.
14. I would not be nervous speaking the foreign
language with native speakers.
15. I get upset when I don't understand what the
teacher is correcting.
16. Even if I am well prepared for language
class, I feel anxious about it.
17. I often feel like not going to my language
class.
18. I feel confident when I speak in foreign
language class.
19. I am afraid that my language teacher is
ready to correct every mistake I make.
20. can feel my heart pounding when I'm going
to be called on in language class.
21. The more I study for a language test, the
more con‐ fused I get.
22. I don't feel pressure to prepare very well for
language class.
23. I always feel that the other students speak
the foreign language better than I do.
24. I feel very self‐conscious about speaking the
foreign language in front of other students.
25. Language class moves so quickly I worry
about getting left behind.
26. I feel more tense and nervous in my
language class than in my other classes.
27. I get nervous and confused when I am
speaking in my language class.
28. When I'm on my way to language class, I
feel very sure and relaxed.
29. I get nervous when I don't understand every
word the language teacher says.

13. 30. I feel overwhelmed by the number of rules
you have to learn to speak a foreign
language.
31. I am afraid that the other students will laugh
at me when I speak the foreign language.
32. I would probably feel comfortable around
native speakers of the foreign language.
33. I get nervous when the language teacher
asks questions which I haven't prepared in
advance.
The 33 items of questionnaire is categorized as the causes of anxiety that
can happen among foreign language learners. The factors consist of
communication anxiety, fear or negative evaluation, test anxiety, and anxiety in
English classroom classeses.
No. Cause of Language Anxiety Questionnaire Number
1 Communication Anxiety 1, 9, 14, 18, 24, 27, 29, 32
2 Fear or Negative Evaluation 3, 7, 13, 15, 20, 23, 25, 31, 33
3 Test Anxiety 2, 8, 10, 19, 21
4 Anxiety in English Classroom
Classeses.
4, 5, 6, 11, 12, 16, 17, 22, 26,
28, 30
Meanwhile, Ay Sila, was first modified the questions to separate the skilss
and then translated into Turkish. It was also simplified because the original scale
was designed for adult students. The scale administered consisted of a total of 20
questions, four each on speaking, listening, reading, writing, and grammar skills,
respectively. The Modified Version of Foreign Language Classroom Anxiety
Scale (FLCAS)44
can be seen as follow.
44
AY Sıla, Young Adolescent Students' Foreign Language Anxiety in Relation to Language Skills
at Different Levels· Uluslararası Sosyal Ara_tırmalar Dergisi The Journal of International Social
Research, Vol. 3 No. 11 Spring 2010, p. 91

14. 1. I feel quite sure of myself when I am speaking in my foreign language class.
2. It frightens me when I don’t understand what the teacher is saying in the
foreign language.
3. It embarrasses me to volunteer answers in my reading class.
4. I keep thinking that the other students are better at writing than I am.
5. I am afraid that my language teacher is ready to correct every grammar
mistake I make.
6. I start to panic when I have to speak without preparation in language class.
7. I would not be nervous listening in the foreign language to native speakers.
8. The more I study for reading, the more confused I get.
9. I feel overwhelmed by the number of rules you have to learn to write in a
foreign language.
10. I don’t worry about making grammar mistakes in language class.
11. I always feel that the other students speak the language better than I do.
12. Even if I am well prepared for listening, I feel anxious about it.
13. When I’m in reading class, I feel very sure and relaxed.
14. It would bother me to take more writing class.
15. Grammar class moves so quickly I worry about getting left behind.
16. I am afraid that the other students will laugh at me when I speak the foreign
language.
17. I get nervous when I don’t understand every word the language teacher says.
18. I get nervous and confused when I am reading
19. I feel confident when I write in foreign language class.
20. In language class, I can get so nervous I forget the grammar rules I know.
5. The Ways to Reduce Language Anxiety
Eventhought language anxiety has a bad impact for the foreign language
learners, it can be diminished. Teachers can use some suggestions to reduce it as
Oxford’s suggestions. According to Oxford that using the suggestions teachers

15. can enable students to deal more effectively with language anxiety. The
suggestions45
are as follow.
1. Help students understand that language anxiety episodes can be transient and
do not inevitably develop into a lasting problem.
2. Boot the self-esteem and self-confidence of students for whom language
anxiety has already become a long-term trait by providing multiple
opportunities for classroom success in the language.
3. Encourage moderate risk taking and tolerance of ambiguity in a comfrtable,
non threatening environment.
4. Reduce the competition present in the classroom.
5. Be very clear about classroom goals and help students develop strategies to
meet those goals.
6. Give students permission to use the language with less than perfect
performance.
7. Encourage students to relax through music, laughter or games.
8. Use fair test with unambiguous, familiar item types.
9. Help students realistically assess their performance.
10. Give rewards that are meaningful to students and that help support language
use.
11. Provide activities that address varied learning styles and strategies in the
classroom.
12. Enable students to recognize symptoms of anxiety and identify anxiety
maintaining beliefs.
13. Help students practice positive self talk (self encouragement) and cognitive
reframing of negative or irrational ideas.
45
Rebecca L. Oxford in Jane Arnold, op.cit., p. 67

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Classroom Anxiety, The Modern Language Journal, Vol. 70 No. 2,
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Hui Ni, The Effects of Affective Factors in SLA and Pedagogical Implication.
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be Overcome? Griffith Working Papers in Pragmatics and Intercultural
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Lucas, Rochelle Irene et al, English Language Learning Anxiety among Foreign
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