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