Anecdotes of Oral Performance among First Year English Language University Students
Creators: name: Zabitgil Gülseren, Ö.
Publisher: name: Zenodo
Year: 2018

description: Learner anxiety gained significant attention as an affective variable in second<br> language research since 1970s. Several studies indicate that “learners” affective<br> domain does matter in the learning and teaching process” (Alico, 2015). There are<br> different types and degrees of learner anxiety. This research focuses on the types of<br> anxiety that generates in the face of oral performance when students are asked to<br> perform in the target language (English). Speaking is one of the most challenging<br> areas for language learners especially at the early stages of the language<br> development. Many language learners experience language anxiety (Horwitz, 1986;<br> Horwitz et al., 1986; Young, 1986; Liu, 2006). “Research in speech communication<br> also suggests anxiety can affect an individual’s performance” (Young, 1986, p.<br> 440). Some learners exhibit their language learning challenges whereas some others<br> keep quiet, show no response or may look negligent to the untrained eye. In this<br> case, instructors may wrongly categorize these learners as uncaring and may give<br> up on them. It is necessary to understand that anxiety is a complex concept. It can<br> appear in a variety of ways and forms. “…research into the relationship of anxiety<br> to foreign language learning has provided mixed and confusing results… suggesting<br> that anxiety itself is neither a simple nor well-understood psychological construct”<br> (Scovel, 1978, p.132). This dilemma is partially solved as researchers have now<br> consensus that a little bit of anxiety is claimed to boost the learning energy which<br> assists the learning process whereas higher levels of anxiety impedes the learning<br> process.
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