Effects Of Anxiety On Second Language Learning

The Detrimental Effects of Anxiety and Apathy Second Language Learning Learning a second language is a hard and complex task because it involves much commitment from both the learner and the facilitator. In addition to the commitment and the hard mental process that the learner goes through, there is a group of factors involved in the learning process. Among these factors are the person attempting to learn the second language is, and what is meant by this is, where they come from, the economic limitations they may have, how, when, and where the learning takes place. It is also important to understand their social and cultural background, to be aware of their intellectual capacity, and what inclines them to learn a second language, as well

Consequently, two important factors to be considered by educators are anxiety and apathy. The acquisition of knowledge in any area of study is greatly influenced by the levels of anxiety the pupil feels while learning takes place, and second language learning is not the exception. While high levels of anxiety can make learning less productive, the right or optimum levels can make the learning and teaching process more efficient. Anxiety is commonly defined as a feeling of apprehension accompanied by fear of failing, being mocked or laughed at by someone. Although some researchers show that certain levels of anxiety can be beneficial, "anxiety can be a serious problem and can become more detrimental over time" (Dobson, 2012). This feeling of uneasiness is very likely to affect the student's learning because

Also "anxiety may cause students to have uncomfortable feelings and reticence during classes, specifically spoken ones" (Thompson & Lee, 2014). As Labadidi (2016), remarks "Feelings of anxiety, nervousness, and apprehension are usually manifested by second language learners in learning to speak a second language. These feelings are considered to have a negative and detrimental consequence on communication in the target language". In some cases the pressure and fear that a learner feels in the classroom can be so much that it may push them to quit program. This allegation is also supported by Labadidi (2016), who notes that "anxiety can lead to attaining lower grades due to lack of participation, dropping the course and, in worst case scenarios, failing the course altogether. Therefore, the facilitator should create the conditions to lower down the students affective filter in all stages of learning in order to create an atmosphere in which the students feel comfortable to take and to use the input they receive in class in an effective way. As noted above, high levels of anxiety play a major role in second language learning, for they hinder the learner's development in class, thus "reducing anxiety and disgust should be an important aim" (Randler & Wüst-Ackermann, 2016). Besides high levels of anxiety,