Foreign Language Anxiety of University Students

Researchers have studied the effects of anxiety on foreign language learning since the 1970's. In spite of substantial advances in teaching methods and techniques, apprehension continues to exist in the university foreign language classroom. This study investigates the perceived levels of anxiety experienced by a randomly-selected sample of beginning foreign language students in a regular university setting. The results indicate that some levels of anxiety were present in beginner classes and that these levels did not decrease after the completion of the second semester of language acquisition. The implication of the findings for anxiety, reduction programs are discussed.  Literature Review As early as 1973, H.D. Brown predicted that the construct of anxiety was intricately intertwined with self-esteem, inhibition, and risk-taking, and that it played an important affective role in second language acquisition. The definition of anxiety is difficult as it can range from an amalgam of overt behavioral characteristics that can be studied scientifically to introspecting feelings that are epistemologically inaccessible. Common to anxiety is its generally unpleasant nature and its similarity to fear (Lader, 1975). The research into the relationship of anxiety to foreign language learning has provided mixed and confusing results because of the existence of numerous variables that can affect learning. Two of these variables are trait anxiety (an animic state of some individuals to become anxious in any situation), and state anxiety (apprehension experienced at a particular moment in time, for example, having to speak in a foreign language in front of classmates) (Spielberger, 1983). Another variable that may affect language acquisition is the students' perceptions of their own communicative competence in both native and second language. This effect is compounded by the fact that these students tend to underestimate their competence relative to less anxious students (MacIntyre, Noels and Clement, 1997), and therefore become themselves anxious about their performance. Language learning can also be affected by direct and indirect psychological strategies used by instructors in the classroom. In a setting where the instructor uses a variety of strategies, language learning is facilitated. Thus, direct strategies such as rhyming or using gestures can directly enhance the learning of the foreign language. Indirect strategies, such as planned teaching tasks or increasing cultural awareness, if used by the instructor, can also increase language acquisition (MacIntyre and Noels, 1996), and subsequently reduce apprehension. Another construct related to anxiety in regular foreign language university classes may be related to apathy and disinterest on the part of the students because of inappropriate course content. For example, university students majoring in health professions may not experience any motivation to learn about "Peter and Sally at the Railroad Station," but they could become quite interested if they were instructed in how to ask patients questions about their symptoms. Another question related to foreign language anxiety is whether levels of apprehension augment or decrease as students' experience in the language increases. This is important to know in order to apply or modify curricula or techniques to minimize stress. Most of the studies done on foreign language anxiety at university level have been conducted in special settings; thus, in 1986, Horwitz, Horwitz and Cope conducted a survey among university students that already had shown concern about taking a foreign language class. MacIntyre and Gardner (1991) reported studies in environments not representative of language learning in the regular classroom: One study was conducted on students taking intensive summer school classes, another on a group of adult students enrolled in an intensive summer school program, and yet another on TOEFL students, who, most likely, were anxious a priori as their acceptance to college may have depended on their performance. …

Field of study: Education