The effect of anxiety on the second language-paper代写

留学生paper代写精选范文：“The effect of anxiety on the second language”，这篇论文讨论了焦虑对第二语言的影响。焦虑，其实就是一种心理作用，它既可以让大脑神经感到兴奋，又可以让大脑产生紧张感。而焦虑情绪在大家学习第二语言的时候尤其明显，这时如果大家能克服困难，那么就能很好地掌握第二语言。与此相反，消极的情绪和态度，尤其是焦虑的心理，会影响第二语言的学习。

According the newly theory of educationalists at home and aboard said that the best age to learn L2 is from 4 to 12 year-old. During these times, most children have entered elementary school. Therefore, it is an essential for elementary school students to set up English lesson, which has become a trend in most cities in China including their rural places. And the National Ministry of Education issued a document, which said that gradually offer English course in elementary school from Grade Three, in 2001. In this new curriculum standard, emotional factors in teaching and learning are listed in the top place for the reason that language learning cannot departs from the emotion。

There are numerous reasons for believing that the influence of anxiety is very important in second language (L2) learning.

Firstly, anxiety is generally seen as a psychological concept and has been explored by researchers. Spielberg (1966) defines anxiety as subjective, consciously perceived feelings of apprehension and tension, accompanied by or associated with activation or arousal of the autonomic nervous system. Gardner and MacIntyre (1993) think, language learning anxiety is the tense and awe emotion in L2 context (including speaking, listening, reading and writing). This anxiety is connected directly with performance in the target language, so not merely a general performance anxiety.

Secondly, pupils’ character has particularity in L2 for they are at advantage in L2 learning. They are characterized by good stimulation, memory and adaptation. Those who begin to learn L2 at an early age are able to make greater achievement than those who begin to learn when they are adults. However, pupils may have some disadvantages in L2: undeveloped intelligence, lack of self-control and could not discriminate errors from their peers and even their teachers with low teaching quality and narrow knowledge. Besides, different emotion has different impact on L2 learning. According the research of Eills (2000) pupils who are motivated by promotive anxiety could challenge the new task, arouse their potential and overcome difficulties, thus they get L2 learning success. In contrast, negative emotions and attitudes, such as the psychology of excessive pendency, timidity and introversive personality, especially anxiety, will influence L2 learning and only receive litter input. “Anxiety tends to not successful L2 learning” (Arnold，2000, p.292).

Thirdly, pupils’ emotion, American psychological linguists Krashen’s fifth assumption, is involved the process of language acquisition and filters language input just like a protection screen controlling the input variables and inhaled quantity that they could touch. Therefore, anxiety, as a negative emotion factor, severely affects elementary students’ motivation in English learning. Krashen (1982) also clearly indicates that pupils’ emotional filtering device through affecting its input variables. Thus the higher learning anxiety, the more the input prevented by the affective filter device which leads to language learning failure (Krashen, 1985). Spielberg (1996) studies show that 20% students give up because of anxiety and although 6% of them is only mild anxiety.

By understanding the correlation between the language anxiety (LA) and English speaking proficiency of pupils, teachers can help reduce the students’ level of LA and produce better learning effects in the low—anxiety 1eaming environment. It is hoped that the findings will draw teachers’ attention to students’ leaning needs and recognize what and why pupils like to do in classroom．

The final and necessary significance is to get the pedagogical solutions based on author’s research and know how to provide a low anxious environment for the students and make them learn English more efficiently and happy.

Anxiety plays a core in language learning. Lessening the negative effect of anxiety and reasonable utilization of anxiety have become essential parts of L2 learning. Therefore, pupils’ anxiety has now drawn much attention from both linguists and language teachers. In other words the importance of pupils’ anxiety has received more and more attention in the past twenty years or so.

From late 1970s to 1980s, some scholars showed their concerns about affective domains. Many theories such as Krashen’s monitor model discuss the significant role of affective variables. In Krashen’s theories，the well known affective filter hypothesis describes the relationship between affective factors and L2 acquisition. The natural approach by Krashen and Terrell (1983) is an instance, which is designed to help beginners become intermediates. It provides comprehensible input to learners by adopting different kinds of techniques and activities. Bailey (1983) analyzed that the LA is caused by competition, examination and interpersonal relationship between teachers and pupils. Horwitz, Horwitz and Cope (1986) were the first to treat foreign LA separate and distinct phenomenon particular to language learning.

Since 1990s, researches into anxiety study began gradually have become a focus of present study. MacIntyre wrote, in 1999, that “the term foreign LA, or more simply LA, was just beginning to be used in the literature”. Trait anxiety has been improved to impact cognitive functioning，disrupt memory, lead to avoidance behavior and some other effects (MacIntyre & Gardner 1991 a). Gardner and MacIntyre stated that the strongest (negative)correlate of language achievement is anxiety (1993). Studies show the negative correlation of anxiety with the following: self-esteem, i.e., the judgment of one’s own worth (Horwitz, Horwitz and Cope 1 986; Price 1991; Scarcella and Oxford 1 992)

Since now, Chinese scholars also begin to focus on anxiety in learning and teaching. Liu Meihua and Shen Mingbo (2004) pointed out that there were two kinds of anxiety in English classroom: trait anxiety and environment anxiety. Both of them influenced the students’ oral English performance negatively. Zhang Baoyan (1996) made a research on the correlation between LA and listening proficiency among 40 Chinese college students. However, much of the research is often focused on certain aspects and much of it is used for college students, high school students or secondary school students and rarely used for elementary. Over the past years, there were numerous studies on pupils’ anxiety of L2, but most of them focused on either college level (Aida, 1994; Ganschow et a1., 1994) or high school level (Chang, 1999; Ganschow & Sparks 1996; Liao 1999). Few of them paid attention to primary school level except the study of Chan and Wu (2000).

The anxiety is closely related with pupils’ motivation in English learning. The proper anxiety could simulate pupils to overcome difficulties and to pursue deeper knowledge, while excessive anxiety strikes pupils simulations of English learning. In the aspect of encouragement, the praise is able to simulate young learners’ learning interest and positive emotion, give rise to and then strengthen learning motivation and finally make them take initiatives and to develop their skills and abilities. In a word, encouragement could lessen pupils’ anxiety in L2. And this English learning tide is further encouraged by an important

The fact that English has become one of the focuses of children education in China is undeniable. However there are several problems still there.

From the “teaching” aspect: 1) LA in teaching is not enough solid. The New Curriculum Criteria enhances teaching goals, aiming at spoken language, round grammar applying, vocabulary memorizing and all the goals which can improve the elementary school students’ performance in learning English. Hence some of the teachers neglect the importance of pupils’ LA.

The positive influence of anxiety has been looked down. Most teachers think any anxiety is negative in teaching. However, the proper anxiety helps to boost pupils’ motivation on English learning, which is beneficial for teacher to take advantage of this positive influence to simulate pupils’ interest.

From the “learning” aspect, 1) Elementary school’s English has no examination pressure of entering a higher school. The single evaluation instrument leads to the lack of students’ motivation to learn. Many students simply interested in learning for a while, and with the increase of studying difficulty, the more learning, the more difficult. Gradually they lose their learning interests and create a sense of failure, thus lose the confidence in learning English.

As teachers neglect to pay their attention to pupils’ anxiety, result in teachers’ taking vocabulary, grammar for their main teaching tasks. It does not fit the psychological characteristics and learning characteristics of pupils.

Class limited. Since only three hours of a week, pupils’ anxiety aroused from the class could not be swift lessened in class, thus they begin to distrust their capability for L2, which draw them feel a weary of L2.

Language anxiety (LA) can be defined as the fear or apprehension occurring when a learner is expected to perform in the second or foreign language (Gardner & MacIntyre 1993) or the worry and negative emotional reaction when learning or using a second language (L2) (MacIntyre 1999).

The literature on affective variables in L2 acquisition shows that anxiety is one of the key factors in L2 acquisition. Although anxiety plays an important role in L2 learning, research has not produced a consensus concerning that role. The inconsistent findings suggest that anxiety is a complex construct, as is its function in L2 learning.

Horwitz, Horwitz, and Cope (1986) were the first to treat foreign language anxiety as a separate and distinct phenomenon particular to language learning (Young, 1991). At the time, the term foreign language anxiety, or more simply language LA, was just beginning to be used in the literature (MacIntyre, 1999).

LA is only one of several types of anxiety that have been identified by psychologists. In general, there are two approaches to description of LA: (1) LA may be viewed as a manifestation of other more general types of anxiety. For example, test-anxious people may feel anxious when learning a language because they feel constantly tested or shy people may feel uncomfortable of the demands of communicating publicly. (2)LA may be seen as a distinctive form of anxiety expressed in response to language learning. That is, something unique to the language-learning experience makes some individuals nervous.

Scovel (1978), basing on the characteristics of persons with LA, divided LA into trait anxiety (that is the tendency of individuals in terms of anxiety and psychological characteristics of personality), state anxiety (that is the students produced a moment of anxiety ) and situation specific anxiety (that refers to specific situations, such as a particular moment in public statements, examinations, class participation and other individuals to experience anxiety), in which state-type anxiety is the product combining trait anxiety with situation specific anxiety. In L2 learning, the factor of trait anxiety is less important, while sometimes the role of state anxiety is facilitating, and sometimes the role is debilitating.

According the impact of LA on students, LA is divided into facilitating anxiety and debilitating anxiety considering by Alpert and Harber. Generally speaking, facilitating anxiety is associated with high learning and performance which can encourage pupils to challenge themselves and new tasks, self-regulating the pressure from LA, through simulating pupils to overcome learning difficulties, while debilitating anxiety is a kind of anxiety that harms learning and performance, that is to say, debilitating anxiety leads a great deal of the negative effect to pupils and forms a hinder of absorption from L2 learning. Pupils who have debilitating anxiety may feel worry and self-double, they will reduce their participation and create avoidance of language.

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