Foreign Language Anxiety: Students' Perspectives and Pedagogical Implications

Abstract

During the last four decades, researchers have shown an increasing interest in the effect of affective variables in language learning because of their decisive role in understanding individual differences in language learning success rate among language learners. This paper tries to shed some light on a particular affective factor, foreign language anxiety, which is a specific type of anxiety that affects the language learning process. To this end, the concept of foreign language anxiety and its sources are discussed in the first part of the paper. Foreign language anxiety is shown to be a rather widespread phenomenon and to have potential negative effects on various aspects of foreign language learning. It will be argued that its sources are multiple and varied, such as learner characteristics, teacher characteristics or classroom procedures. In the second part of the paper, students’ beliefs and perceptions of their own linguistic competence are analysed, as they have also been shown to play a crucial role. In fact, the way learners approach the task of learning a new language eventually influences their academic achievement and language proficiency. In the third and last part of this paper, some practical pieces of advice for teachers to deal with language learning anxiety are provided. Teachers have been reported to be a key element to help students cope with foreign language anxiety. As a matter of fact, their understanding of students’ interpretation of the affective factor information can help them develop teaching methods that will encourage learners to create a more positive self-concept. These new methodologies will in turn lead to more effective learning. While it is difficult to find a single method that would answer to the emotional and intellectual needs of all the anxious learners in the classroom, in this section I discuss four proposals that help teachers alleviate anxiety and encourage student participation. Firstly, teachers should help students understand the irrational nature of their self-perceptions and fears. Secondly, classroom atmosphere must be as friendly and relaxed as possible to be suitable for language learning. Thirdly, teachers should debate sensible expectations with students, help them develop more realistic expectations about foreign language learning, and make them aware of the fact that mistakes are part of the language learning process. Finally, teachers should create a positive learning environment and adopt the role of facilitator. In short, by understanding the phenomenon of language learning anxiety, by becoming acquainted with students’ language learning experiences and beliefs, and by providing some practical tips for teachers, this paper seeks to be of use to future language teachers such as myself