#IDT1314:WEEK 9

 
In week 9, we discussed Roed, Horwitz and Worde articles and were able to learn that individuals behave differently when conversing online as compared to the situation of communicating face-to-face. Studies have indicated that people show fewer signs of inhibitions when they converse online. Besides, they show less social anxieties as well as limit their public self-awareness (Roed 201,155-172).

Majority of individuals allege that they have mental block against learning foreign languages, even though they might be perfect in studying foreign languages in such environments. The main question that comes into people’s mind is what bars them from studying search languages. In most cases, anxiety plays a big role in creating the fear that they cannot learn in search environments. By definition, anxiety refers to the subjective feelings of nervousness, apprehension, tension as well as worries that are associated with the stimulation of the automatic nervous system (Worde 9). When anxiety is restricted to situation of language learning then it falls into the categories of precise anxiety reactions. According to psychologists, they use specific anxiety reactions to distinguish those individuals who are anxious in numerous situations from the ones who feel anxious only in precise circumstances. Therefore, the consequences and symptoms of foreign language anxiety need to become readily identifiable to individuals who are concerned with teaching and language learning.

Impacts of anxiety on learning language

Anxiety plays crucial roles in the learning of a foreign a language. As a result, these roles create some impacts on either the learner or the instructor. The following are some of the effects of anxiety on the learning of a language:

a.       Second language studies

For several years, researchers have researched on the prospect of anxiety-provoking on the study of foreign language. Stevick and Curran discussed in detail about the defensive position that was posed on the student by many methods of language learning. They argued that learning a language in itself is an unsettling psychological situation since it threatens a person’s world view and self-concept directly. Many current studies try to find out the effects that anxiety has on learning a foreign language, nevertheless there has been some divided opinions on these efforts by researchers. Even though the pertinent researchers have been different in the techniques used, they can be characterized normally by the comparison of self-reports of student’s anxiety with the ratings on their foreign language proficiency. This is accomplished through international measure or discrete skills task such as the final course grade.

b.      Clinical experience

The psycho-physiological symptoms, behavioral responses, and subjective feelings of anxious foreign languages are generally the same compared to any other specific anxiety. They experience the uneasiness worry even the dread ones. They have difficulty in their concentration thus they sweat, have palpitations and become very forgetful. They normally show the behavior of avoidance for instance postponing homework and missing classes. The clinical experience with students studying foreign language in universities as well as Learning Skill Centers also recommends numerous discrete problems that results from anxiety and shows poignantly on how the problems can also interfere with the process of language learning. Basically, counselors establish that the anxiety centers base their ideologies on the two primary roles needed students learning foreign languages. These requirements include speaking and listening. The complexity involved in speaking language is perhaps the most cited concern of students learning foreign language.

How anxiety is manifested in children

Anxiety is manifested in children in the following ways:

        i.            Physical: this is one technique in which anxiety is manifested in children. Some of the common physical symptoms consist of headaches, sweating, cold fingers and pounding heart. Therefore hiding from teachers in one way or the other is a common sign of anxiety.

      ii.            Functional and internal: this is a sign that is symbolized by the nervousness days prior to the class hence affecting the performance of the children in classroom. This creates some body functional reactions such as anger which makes the learners have negative attitude towards other language teachers. As a result of the anger, the students have negative feelings about their teachers thus they cannot easily study effectively (Horwitz 315).

    iii.            Avoidance: another relatively common sign that manifested anxiety was the avoidance. This was demonstrated by the avoidance of class by students. there are other students who also practice some kinds of avoidance thus makes them adopt those signs which as a result leads to negative thoughts about learning foreign language.