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2.

0 LITERATURE REVIEW
2.1 Introduction
2.2 Language Anxiety
According to Gardner and MacIntyre (1993), language anxiety is the nervousness that
faced by the students when they have to use the second or foreign language and they are not
proficient in that particular language. Horwitz et al. (1986) mentioned that self perceptions,
beliefs, feelings and behaviour that will affect the language learning process in the classroom.
In language anxiety research, there are two opinions. The first opinion is language anxiety
will lead the students to be tension, apprehensive, nervous and worried, (Arnold & Brown,
1999; Gardener & MacIntyre, 1993; Oxford, 1999) while the other opinion is language
anxiety will be the factor in enhancing students performance in learning second or foreign
language (Chastain, 1975; Scott, 1986; Steinberg, 1982). Freud (1924) mentioned that
anxiety means undesirable feeling felt by a person.
Language anxiety is a common situation for students to face in learning second
language or foreign language. According to Ardi Marwan (2007), in learning second or
foreign language, the anxiety level will increase and most of students who are learning
second or foreign language are experiencing the same thing (Worde, 1998). This is happening
because students do not have enough skills or not very proficient in that particular second or
foreign language. According to Liu and Jackson (2008), there are a relationship between
language anxiety and language proficiency. That is why, students who have low level of
proficiency will be more nervous compared to those who have at least basic of the language.
Zhang (2011) stated that it is challenging for students to speak in second or foreign language
which will result them to be silent in the class. However, according to Brown (2008), students
who considered to have good proficiency are also facing the same problem where they are
also felt nervous when they have to speak in second or foreign language. The factors that
make students feel anxious whenever they have to speak are low self-esteem, feeling of
shame and inferiority. Other than that, students tend to expect their performance to be perfect
that will lead to unsatisfaction (Gregersen and Horwitz, 2002).
Young (1991) mentioned that there are six factors that lead to language anxiety and it
involved the students, the teachers and the instructional practice. The six factors are (a)
personal and interpersonal anxiety, (b) learners belief about language learning, (c) instructors
belief about language teaching, (d) instructor learner interactions, (e) classroom procedures
and (f) language testing. According to Horwitz (1987), the factors that should be focus on are
the learners because they are the main character in the research and the objective in every
research is to change the learners perceptions and behaviour (Truitt, 1995). In cognitive and
education psychology, the beliefs of learners who experienced the anxiousness are very
important (Cheng, 2001) Other than that the other factors are communication apprehension,
negative evaluation and general feeling of anxiety (MacIntyre & Gardner, 1989; Papamiheil,
2002; Casado, 2004). According to Muhammad Javad Riasati (2011), the professionals in
language teaching said that existence of anxiety can give negative impact to the students
performance.
Whenever speaking in second or foreign language involved, the students will feel
anxious and this will make students not be able to express their ideas (Chan & Wu, 2004).
Language anxiety is the reason why students cannot perform well in speaking skills (Lim &
Mardziah Budin, 2014). The students will not enjoy learning second or foreign language
because of the existence of the anxiety (Worde, 1998, Gregersen, 2005) and it may lead to
less achieving in their performance (Muhammad Javad Riasati, 2011). In Kim (1998), the
study students felt more anxious in oral communication class compared to the traditional
class. In the classroom situation, teachers should take note on students level of anxiety
because teachers who the one that can help the students to be better in that particular
language. This acknowledgement will lead to better performance too (Muhammad Javad
Riasati, 2011). In order to reduce a little bit of anxiety level in learning second or foreign
language, the teachers should try to decrease the level of difficulty for each task. MacIntyre
(1995) stated that when the degree of difficulty is easy, the level of language anxiety can be
facilitated. Fang-peng and Dong (2010) suggested a few ways in order to make students
produce the language and they are, teachers have to ask student to listen to English language
and think in English language, to imitate the recordings, to correct their pronunciation and
teachers have to force students to speak in English in enhancing students motivation.







2.3 Speaking Anxiety
2.4 Confidence Level
2.5 Law Students

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