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Theories of language acquisition and development
Theories of language acquisition and development
Theories of language acquisition and development
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Language Learning Anxiety The effect of anxiety on a students’ learning – how are teachers able to help, and what are some suggestions for the classroom. Anxiety can be defined as a subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the autonomic nervous system (Pappamihiel, 2002). When anxiety is limited to the learning of a language, it falls into a category known as “specific anxiety reactions” (Horwitz, Horwitz & Cope, 1986). Language anxiety can be defined as fear or apprehension occurring when a learner is expected to perform in the second or foreign language and is seen as a distinct complex of self-perceptions, beliefs, feelings, and behaviors related to classroom language learning arising from the uniqueness of the language learning process (Gardner and MacIntyre, 1993, Pappamihiel, 2002). Students, who have a specific learning anxiety relating to learning a language, often have feelings of worry, dread, or feel as if though they have a mental block when it comes to understanding the language. All of these feelings can lead to a student’s avoidance behaviour. They may procrastinate when it comes to homework and assignments, avoid talking and answering questions in class, and may even begin to skip class in order to avoid the feelings of anxiety (Horwitz, Horwitz & Cope, 1986). There are three main components to language anxiety within students, which are apparent through communication apprehension, fear of negative social evaluation, and test anxiety or apprehension over academic evaluation (Sarason, 1984). Difficulty when speaking in class is one of the most cited concerns students have when discussing their anxiety about learning a language (Curran, 1976). Amongst the ot... ... middle of paper ... ... 276–295 Oxford, R. (1990). Language learning strategies (1st ed.). Boston: Heinle & Heinle. Pappamihiel, N. (2002). English as a second language students and English language anxiety: Issues in the mainstream classroom. Research In The Teaching Of English, 36(3), 327--355. Sarason, I. (1984). Stress, anxiety, and cognitive interference: reactions to tests. Journal Of Personality And Social Psychology, 46(4), 929. Steinberg, F., & Horwitz, E. (1986). The effect of induced anxiety on the denotative and interpretive content of second language speech. Tesol Quarterly, 20(1), 131--136. Tudge, J. (1990) Vygotsky, the zone of proximal development and peer collaboration: Implications for classroom practice. In L. Moll (Ed.), Vygotsky and education: Instructional implications and applications of sociohistorical psychology (pp. 155-172). New York: Cambridge University Press.
What is the relationship between anxiety levels and stuttering in adolescents? The answer is still unclear. Many researchers have attempted to find out whether stuttering causes anxiety or if it is vice versa. Adolescence is a very emotional time, in which teens try to fit in and create their own identity and are experiencing who they want to become. Having a speech problem only makes the phase of adolescence the more stressing and difficult. That is why I wanted to see if adolescents who stutter have higher anxiety levels than fluent adolescents. One thing that has been proven however, is that anxiety levels in adolescents seem to be higher when the stuttering adolescents has had treatment for the disorder. This paper will review the outcomes of four different studies that looked at the relationship between stuttering and anxiety in adolescents.
There are many challenges that Moises faces. One problem he faces is with affective filter. When the teacher begins explaining directions for the day, Moises cannot “hear” the correct information because his brain is overloaded with the English information; Moises has subconsciously raised an affective filter and formed a “mental block.” According to Stephen Krashen’s Theory of Second Language Acquisition, in order to learn a second language at a faster rate, the affective filter must be low, so that the student will be prepared to learn the information (Schutz, 2005).
3 Cleary, M. N. (2012). Anxiety and the newly returned adult student. Teaching English in the
Anxiety is one of the most fundamental emotions shared by all species of animals. When confronted with danger, the fight or flight response of the sympathetic nervous system is triggered so that we are prepared to react and protect ourselves. Without anxiety and its physiological manifestations, such as hypersensitivity to environment and enhanced blood supply to leg muscles, the likelihood of harm or disaster in threatening situations would undoubtedly dramatically increase. A moderate amount of anxiety also has the result of prompting individuals to prepare for certain events, such as exams and presentations, that clearly benefit from this action.
During my demonstration speech, I was affected by my speech anxiety. Some of the viewable symptoms were the shaking of my hands and also the stuttering of speech. I was able to control myself and relax after I started getting into my information. I did use some of the suggested relaxation techniques to relieve my anxiety. Before I got up to speak I thought confident of myself to help give me courage and confidence.
Anxiety can often be viewed as a fear that someone experiences when they feel something terrible is about to happen and seeing no way out of the situation, whether thinking in the past, present, or future. Their are many different ways to cope with anxiety through methods like psychotherapeutic medication and psychotherapy. Anxiety often causes more trouble to a situation or thought and furthers anxiety so it is important to realize that anxiety can often be treated as long as we are willing to understand it’s effect human beings. Ghinassi, Winning, Starcevic, and Vladan discuss what anxiety is, where it comes from, and various methods of coping with anxiety through their books.
English Language Learners range from Newcomers learning survival English and developing foundational literacy skills to Long-Term English Learners who have had 6 years or more of their education in English yet continue have significant language gaps. These students may speak English with little or no accent and still lack the vocabulary, grammar and grade level literacy to be successful in school. English language learners may remain silent in the classroom as they adjust to a new school, environment, and culture unless he is a native language comrade to interact with. The English language learners are concerned about decoding verbal and non- verbal communication as well as understanding the social culture framework of the school. Most of the time English language learners are observing during instruction, trying to repeat words used by others, memorizing simple phrases and sentences, tired by midday or be frustrated attending long lectures unaccompanied by visual and gestures, relying on first language translation used peer translation or bilingual dictionary, as the students begin to learner they become more involved in the classroom, they can respond non-verbally to commands, statements, and questions in simple form. As their oral comprehension increases, they begin to use simple word and phrases and may use English spontaneously. They can understand short conversation on a simple topic when reading students can understand a narrative text and authentic materials, although they will be below
Gredler, M. (2012). Understanding Vygotsky for the Classroom: Is It Too Late?. Educational Psychology Review, 24(1), 113-131. doi:10.
People often experience a general state of worry or fear before confronting something challenging such as a test, examination, recital, or interview. These feelings are easily justified and considered normal. Anxiety is considered a problem when symptoms interfere with a person's ability to sleep or otherwise function. Generally speaking, anxiety occurs when a reaction is out of proportion with what might be normally expected in a situation
...occupying their minds with irrelevant things that do not pertain to the task at hand (Vassilaki, 2006). Thus, their energy is wasted when it could be used for task elaboration or to help improve their overall academic performance. Students with academic anxiety are self engrossed and lead to their own academic demise. Test anxiety does not only affect a students performance on a test, but Huberty (2009) asserts that test anxiety overtime tends to contribute to more common underachievement. He describes the consequences of constant test anxiety including lowered self-esteem, reduced effort, and loss of desire to complete school tasks. Students who have academic anxiety also have a higher risk of developing depression, and often feel deprived of confidence (Cunningham, 2008). Thus, academic anxiety can become extreme, and have negative effects of students’ well being.
The question of whether receiving error corrective feedback can actually hurt an ELL student’s ability to learn is the focus of the Error Correction Hypothesis. Stephen Krashen, in his Affective Filter Hypothesis, puts forth the idea that learners have an Affective Filter which is triggered by emotional variables such as anxiety or stress. Once activated, this filter can operate as an unintended barrier, hindering one’s ability to receive input, and therefore learning. As a result, Krashen advocates for limited error correction in second language instruction, and primarily as a clarification in meaning.
Anxiety being the complex thing it is has been given many definitions over the years but the most well known was by Weinberg and Gould (1999) the stated that anxiety was a state of negative emotions and characteristics such as a sensation of apprehension, worry and nervousness; which could be connected with arousal of the human body. Weinberg and Gould (1999) also stated that there was two different types of anxiety. The first type of anxiety effect the mind or mental aspects of an athlete; this type is known as cognitive anxiety, which causes negative feeling and sensation as well as loss of concentration and sometimes motivation which have a negative impact on an athlete’s performance. The other type of anxiety effect the body physically; this is known as somatic anxiety. Somatic anxiety is commonly confused with arousal as the effects are very similar. Somatic anxiety causes sweaty palms and such sensations as ‘butterflies’ in an athlete’s stomach, which can have a negative effect on performance.
A major proportion of class time is taken up by teachers talking in front of the classroom(Nunan & Bailey, 2009). No matter what teaching strategies or methods a teacher uses, it is necessary to give directions, explain activities and check students’ understanding (Richards & Schimdt, 1985). This clearly emphasizes the importance of teacher talk in language classrooms. Walsh (2011) claimed that teacher talk is more important in language classroom than any other classroom since in this context the language being used by teacher is not only the means of acquiring new knowledge; it is also the goal of the study.
Academic stress can take complete control over the student enduring it. Researchers say that the most common form of anxiety causing academic stress is achievement anxiety. This type of anxiety is likely to occur when a student has a fear of failure in an academic related situation. However a report conducted in 2000, Research in Higher Education” showed that academic stress and achievement anxiety can have a positive effect on a students grades. This is because students are aware of the fa...
Anytime I had to present in front of the class I would become anxious if I wasn’t extremely confident in my presentation because I become anxious in my classes that aren’t Arabic related. I would also feel anxious if I had to speak with a student who was more familiar with the language than me because I was afraid to mess up or not understand the words they were using. I still believe motivation is the most important aspect of language learning. Every year I studied Arabic, it seemed as if my motivation to learn decreased. I believe this is because the topics we learned about were less relatable than they were when we got to choose what we talked about, compared to the increased lessons on history and geography. Now that my time learning Arabic in college has ended, I have new motivation to learn because I will be looking for a job in the field, motivation I regret not having while I was learning it in