Overcoming Foreign Language Anxiety

OVERCOMING FOREIGN manner of discourse ANXIETY By Saranda Nuredini Instructor Luiza Zeqiri Course ESP Communication I January 2012 Sweaty palms, shaking hands, dry address and muscle tension mean for many of us, that we ar about to speak in public. Couple this reverence of speak in public with performing or speaking in a nonher speech communication and the conquest of the speaker may be dramatically compromised (Leigh, 2009). By having to speak in a irrelevant phrase, the core of fear in us grows and transforms into the feeling of disturbance, which is scientifically named as a Foreign lyric poem fear (FLA).The fear of dealing in a hostile language environment is most felt when a student must perform orally in nigh way but it support too occur when listening, reading or writing (Brantmeier, 2005). FLA has been the subject of many scholarly surveys and papers as overcoming it rear lead to better and faster language acquisition as wellhead as a lots more pleasur open reading experience (Guess, 2007). Between one third and one half of countenance language readers suffer from FLA (Von Worde, 2003 Randall 2007) and it is important to be awake(predicate) that many of these students provoke not come up with a way to deal with their anxiety (Hauck & Hurd, 1991).This research paper aims to outline the causes and effects of FLA as well as the ways that help overcoming it. Despite the fact that Foreign Language anguish has been proven to be the main concern to the modern teaching environment, a progress has been noticed at the development of the overcoming strategies. The overcoming contrary language anxiety process includes strategies that can be implemented by the teacher, a tutor and the students. The causes of this tolerant of anxiety vary from the student itself.According to the article Factors Associated with Foreign Language Anxiety, at that place are variables similar age, previous academic success or previous high school experien ce with foreign languages which may contribute to the fear of acquirement a foreign language (Leigh, 2009). Nevertheless, the most common causes according to Ph. D. Renee Von Worde (2003) are the non-comprehension of the target language, speaking activities during language class and the public error correction by the teacher. Moreover, it is interesting to pit that FLA occurs more commonly in mandatory language classes.This is because students who are not language inclined are forced to take them (Guess, 1997). Feeling insecure about the knowledge at a certain foreign language can have drastic side effects for the foreign language student. The extreme stress, the tanning heart or clammy hands are the most common ones. There may to a fault appear problems with attainment, preservation and production in the foreign language (Von Worde, 2003). According to Professor Von Worde (2003), If anxiety impairs cognitive function, students who are anxious may learn less and also may not be a ble to demonstrate what they have learned.Therefore, they may experience even more failure, which in turn escalates their anxiety. In extreme cases, the student may even not show up to classes just to avoid speaking (Von Worde, 2003). If we could find and isolate what it is that makes us nervous, we could increase our learning abilities and have a more enjoyable learning experience (Leigh, 2009). Ideally, teachers can provide a learning environment that may reduce the fear associated with learning another language for their students (Guess, 1997 Von Worde, 2003).However, not only the teacher can help to the overcoming foreign language anxiety process. The question clay how someone can overcome their fears in language learning to develop language skills to their full potential (Leigh, 2009). There are implementable ways that beside the teachers, the tutor and the students themselves can use to reduce the anxiety and insecurity they feel. The methods and the behavior of a language te acher during language classes play a significant design at the development of a student speaking confidence.There are several things that a teacher may do to decrease anxiety felt in the classroom according to Von Worde (2003) * Pick topics to teach that are relevant to the students. * Try and make the learning fun. * Try to draw a sense of residential area where the students feel more comfortable in preceding of each other. One suggestion made was to have the students sit in a circle. * Avoid calling on multitude or putting them on the spot. Besides the above mentioned suggestions, a teacher can take the initiative to create a splay happy zone.Teachers can avoid correcting students during certain sections of the day (e. g. for 30 minutes we leave alone parley amongst ourselves). In this way, students do not need to fear working on perfect grammar, but alternatively they can just talk without feeling judged. This allows students to get a feel for fluency and letting go (Lei gh, 2009). A tutor can also be very helpful to its students when it comes to overcoming those language obstacles. By resolve of the state of its student, a tutor has the freedom to choose which of the above mentioned suggestions will be used during the overcoming process.Although there may not be a classroom of students to whom the tutor is teaching, the one-on-one environment allows a great sense of intimacy and a safer atmosphere (Leigh, 2009). Alongside to the teachers and tutors effort, the most significant role still remains the one from the student itself. According to Amanda Leigh, a student should take the following recommendations in action to acclivity their self-confidence in speaking, reading and writing a language * Be aware of Foreign Language Anxiety- Knowing that you are not alone in feeling self-conscious or afraid of speaking in a foreign language is half the battle (Von Worde, 2003).Fear of speaking in front of people is normal and so is performing in another l anguage, even if it is just with your friends. * Set 4 or 5 SMART (specific, measurable, attainable, realistic, timely) language goals for yourself in your academic term- Attach numbers to your learning so that you can externalize your improvement. Make measurable goals and make sure that they are realistic. Do some research to see what level you should be at by end of your term in a different country. Do not expect to be bilingual on your return to your home country. Be fain- If you are prepared for your class or presentation then you will feel more confident in front of people. Feeling more prepared makes you feel relaxed which allows for better communication and language skills (Guess, 2007). Prepare by discharge over your work or presentation at least(prenominal) twice reading, then at least twice out loud. Get someone to help proofread. * Maintain a positive attitude- Even though it may seem hard, try and have a positive attitude. Happy people will learn faster and have a m ore pleasurable learning experience (Bayer, 2004).Smile. Make native speakers aware that you are happy to be corrected. * Do some research- Find out how other students handle their anxiety. umteen of their suggestions may work for you. Look online or ask around. Alter their strategies so they work for you. By adopting some of these suggestions, there is a chance that a student will personally begin to overcome their foreign language learning fears. Students may choose to adopt one of these strategies and tailor it towards their needs until they find something that flora for them (Leigh, 2009).To sum up, Foreign Language Anxiety has been labeled as an issue that should not be treat and should be handled carefully. Therefore, the overcoming FLA process includes effort that should be made from the students as well as from the teachers and tutors. This will not only help students to overcome their fear and anxiety, but will also enable language teachers and tutors to delve a higher progress at their subject. In my opinion, the main goal of the overcoming progress should be to create a comfortable teaching environment where a speaking accent or grammar mistake will not mean the end of the world.As Guess claims, the trick is to convince the students that discomfort is a good thing- thats when the real learning process will begin. . References Bayer, R. (2004). Benefits of happiness Upper Bay Counseling and Support Services, Inc. Retrieved Jan 03, 2012, from http//www. upperbay. org/articles/benefits%20of%20happiness. pdf . Brantmeier, C. (2005). Anxiety about L2 reading or L2 reading tasks. A study with advanced language learners. The Reading Matrix. Vol. 5, no(prenominal) 2. Retrieved Jan. , 2012, fromhttp//74. 125. 95. 132/search? q=cache4pmdX6G7bwJwww. readingmatrix. com/articles/brantmeier/article4. df+reading+matrix. +2005+Foreign+Language+Anxiety&hl=en&ct=clnk&cd=1&gl=ca Guess, A. (1997, June). Overcoming Language Anxiety. Inside Higher Ed. Retrieved Jan. , 2012, from http//www. insidehighered. com/news/2007/06/29/language. Hauck, M. &Hurd, S. (1991). Exploring the link between language anxiety and learner self-management in open language learning contexts. European Journal of Open, Distance and E- learning. Retrieved Jan 05, 2012, from http//www. eurodl. org/materials/contrib/2005/Mirjam_Hauck. htm. Randall, K. (2007). speech communication fail me. The University of Texas at Austin. Retrieved Jan. 06,