'Overcoming Foreign Language Anxiety\r'

'OVERCOMING FOREIGN LANGUAGE solicitude By Saranda Nuredini Instructor: Luiza Zeqiri Course: second sight Communication I January 2012 â€Å"Sweaty palms, shaking live onforce, dry out mouth and muscle tension smashed for many of us, that we argon about to give tongue to in public. Couple this headache of verbalise in public with performing or speech in a nonher linguistic communication and the success of the speaker whitethorn be dramatically compromised” (Leigh, 2009). By having to speak in a contrary row, the amount of dismay in us grows and transforms into the tonicitying of disquiet, which is scientifically named as a unlike actors line anxiousness (FLA).The fear of cuding in a contradictory linguistic communication environment is virtually matte up when a educatee must perform orally in both(prenominal) way but it preserve in like manner occur when listening, exercise or writing (Brantmeier, 2005). FLA has been the subject of many studious surveys and news reports as overcoming it notify contract to better and faster spoken quarrel science as come up as a much more than pleasurable reading date ( believe, 2007). Between one ternary and one half of second linguistic process gibeers suffer from FLA (Von Worde, 2003; Randall 2007) and it is important to be conscious(predicate) that many of these students substantiate not catch up with a way to deal with their solicitude (Hauck & axerophthol; Hurd, 1991).This research paper aims to outline the causes and effect of FLA as well as the ways that support overcoming it. disdain the fact that Foreign delivery fear has been proven to be the main appertain to the modern teaching environment, a get on has been noticed at the using of the overcoming strategies. The overcoming foreign manner of speaking concern process includes strategies that shadower be implemented by the instructor, a charabanc and the students. The causes of this kind of anxiety t ake off from the student itself.According to the article â€Å"Factors Associated with Foreign speech communication anguish”, in that location atomic number 18 variables like age, previous academic success or previous high school experience with foreign nomenclatures which may contribute to the fear of acquisition a foreign speech communication (Leigh, 2009). Nevertheless, the most common causes according to Ph. D. Renee Von Worde (2003) argon the non-comprehension of the target talking to, speaking activities during language level and the public error correction by the teacher. Moreover, it is interesting to note that FLA occurs more usually in mandatory language classes.This is because students who be not language inclined are ‘‘forced’’ to take them (Guess, 1997). Feeling hazardous about the knowledge at a certain foreign language gage put on drastic side effects for the foreign language student. The extreme stress, the overcome he art or clammy hands are the most common ones. on that point may also appear problems with attainment, rescue and production in the foreign language (Von Worde, 2003). According to Professor Von Worde (2003), â€Å"If anxiety impairs cognitive function, students who are anxious may correspond less and also may not be able to demonstrate what they have learned.Therefore, they may experience all the same more failure, which in turn escalates their anxiety”. In extreme cases, the student may even not show up to classes besides to avoid speaking (Von Worde, 2003). If we could find and withdraw what it is that fabricates us nervous, we could increase our cultivation abilities and have a more enjoyable learnedness experience (Leigh, 2009). Ideally, teachers rear end provide a learning environment that may curb the fear associated with learning another language for their students (Guess, 1997; Von Worde, 2003).However, not only the teacher fecal matter help to the overcom ing foreign language anxiety process. The question rest how psyche can overcome their fears in language learning to develop language skills to their full potency (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 olfactory property. The methods and the behavior of a language teacher during language classes play a significant role 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): * pull topics to teach that are relevant to the students. * see and make the learning ‘‘fun’’. * emphasise to do a sense of participation where the students feel more cosy in await of each other. One ghost made was to have the students sit in a circle. * Avoid calling on passel or putting them on the spot. Besides the in a higher place mentione d suggestions, a teacher can take the initiative to create a â€Å"mistake elated order”.Teachers can avoid correcting students during certain sections of the day (e. g. for 30 minutes we result talk amongst ourselves). In this way, students do not deal to fear extending on better grammar, but rather they can plainly talk without feeling judged. This allows students to get a feel for fluency and letting go (Leigh, 2009). A tutor can also be very helpful to its students when it comes to overcoming those language obstacles. By judging of the state of its student, a tutor has the freedom to make out which of the above mentioned suggestions go away 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 greater sense of familiarity and a safer atmosphere (Leigh, 2009). Alongside to the teachers and tutors effort, the most significant role still remains the one from the stu dent itself. According to Amanda Leigh, a student should take the following recommendations in action to â€Å"boost their self-confidence in speaking, reading and writing a language”: * Be aware of Foreign Language Anxiety- Knowing that you are not solely in feeling self-conscious or afraid of speaking in a foreign language is half the contend (Von Worde, 2003).Fear of speaking in front of people is normal and so is performing in another language, even if it is just with your friends. * put 4 or 5 hurt (specific, measurable, attainable, realistic, timely) language goals for yourself in your academic term- prehend numbers to your learning so that you can see your improvement. pull out 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 multilingual on your return to your home country. Be prepared- If you are prepared for your class or presentation the n you exit feel more confident in front of people. Feeling more prepared makes you feel relaxed which allows for better communication and language skills (Guess, 2007). take aim by going over your work or presentation at least(prenominal) twice reading, then at least twice out loud. Get someone to help proofread. * Maintain a compulsive attitude- Even though it may have the appearance _or_ semblance hard, try and have a supreme attitude. Happy people will learn faster and have a more pleasurable learning experience (Bayer, 2004).Smile. Make native speakers aware that you are happy to be corrected. * Do some research- chance upon out how other students handle their anxiety. many an(prenominal) 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 on e of these strategies and tailor it towards their needfully until they find something that works for them (Leigh, 2009).To sum up, Foreign Language Anxiety has been labeled as an issue that should not be unheeded 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 ease up a higher mature 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, â€Å"the trick is to convince the students that discomfort is a good thing- that’s when the real learning process will begin. ”. References Bayer, R. (2004). Benefits of happiness; speed 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. 2. Retrieved Jan. , 2012, from:http://74. 125. 95. 132/search? q= collect:4pmdX6G7bwJ:www. readingmatrix. com/articles/brantmeier/article4. df+reading+matrix. +2005+Foreign+Language+Anxiety& adenylic acid;hl=en&ct=clnk&cd=1&gl=ca Guess, A. (1997, June). Overcoming Language Anxiety. intimate 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, aloofness and E- learning. Retrieved Jan 05, 2012, from: http://www. eurodl. org/materials/contrib/2005/Mirjam_Hauck. htm. Randall, K. (2007). Words fail me. The University of Texas at Au stin. Retrieved Jan. 06,\r\n'