Cem Ozcan asked:
Some people find with many difficulties when learning a second language. It is believed that there are some impressionable factors in learning a foreign language which affects our ability to learn. These are probably mainly intelligence, motivation, attitudes and anxiety. Among these, the anxiety out of taking part as one of the main influential factors for effective learning of languages. This foreign language anxiety is defined by some authors as? of? â sensitivity of tension, apprehension and nervousness associated with the position of learning? the stranger? of language.â initially, I would point out that much research was required to understand the reason for that anxiety. According to these studies, there is some internal and external factors that increase or decrease the level of anxiety one feels when learning a second language. There are also some personality characteristics that increase anxiety in language learning. In my paper, I tried to examine some newspaper articles of different manufacturers to achieve certain results in this respect, kind of anxiety. While studying on them, I found that the various causes of anxiety and the self have started wondering about ways to overcome this sensitivity. In this paper, I studied on different plants of the authors to understand the relationship between anxiety and success. Elaine K. Horwits in her? of? Anxiety and achievement of language? of? â Labor says this report and said about an instrument to measure this anxiety. Goes about her work by clarifying the kind of anxiety and offers some solutions to both instructors for beginners. Still, the anxiety? of? â text in? of? Classroom of the Japanese language of the university by Kazu Kitano we as readers are confronted with a specific research done among students of college in the United States learning Japanese. Ourselves some questions for research and at the end we can evaluate the results. As a result, draw a conclusion that anxiety in learning a foreign language may differ according to some factors such as age, gender, and so the current level. of? s? the student. The last text I studied was called the anxiety of speaking? of? â: The differentiation of writing and speak? of? of Components by Yuh-show Cheng, Elaine K. Horwitz and Diana L. Schallert. Here, writing and speaking anxieties are taken separetely and a search was done on these. The producers have focused on the results and explained the reasons why they have found the kind of research incomplete. All things considered, I would say that in my work I have tried to find the causes of anxiety in language learning. I have looked looking made by some producers and I thought about some possibilities for overcoming this sensitivity in language learning. Explain some of thougths? of? the researchers about this subject. Also, will make up my paper by suggesting my own ideas. To begin with, let me mention some of the text? s? by Elaine K. Horwitz, the? of? Anxiety and achievement of language? of? â she and her specific name of the language anxiety of colleagues and call for foreign language anxiety as a result of that fact, offer a tool for measuring what is the scale of anxiety in foreign language classroom (FLCAS). This article mainly discusses the relationship between anxiety and success. First, he sees the anxiety as a psychological construction. While it is associated with the nervous system, adversely affects our movements, it has a particularly profound effect in learning. The producer talks about the initial perspective on language learning and anxiety. Explains the theory? s? of Scovelâ who believes in the separation of different kinds of anxiety by the specific research to identify the type of anxiety they are measuring. Since then, studies have begun to be made using the FLCAS and other special measures. The studies suggest there is a negative correlation between anxiety and success when the final grades are concerned. Primarily evaluated the final grades, but on the other hand has given up that idea and began to use the most common measures of success. As a result, have reached a point that the relationship alters according to some factors such as? of teaching? of the levels? of? and â? the different? Objective of the languages? of? â. Some researchers that spark and Ganschow propose the hypothesis of linguistic coding differences (LCDD) to doubt that foreign language anxiety is independent of the success of language. They want to know if anxiety is a cause or a result of success in language learning difficult. Wonder if the imperfections in the first language learning causes this failure. They believe that those people who have poor skills of language learning anxiety have foreign language. The contrary to those beliefs, MacIntyre and Horwitz argues that there is no link between them. Later, Elaine sets out the circumstances in which the level of anxiety changes. The teacher is seen as one of factors.He / she is more important given many options to make a harmonious environment. In conclusion, it suggests to distinguish the role of anxiety in language learning from its role in the provision of language. Speaks of an edition in which defaulted is difficult to determine if anxiety has really interfered with learning. Still wonders if anxious beginners are able to face difficulties of second language acquisition. To what extent the influence of anxiety that learning a language is still a negative answer a question from a. Second, the anxiety? of? â text in? of? Classroom of the Japanese language of the university by Kazu Kitano gives us some ideas about the relationship between anxiety and language learning. In her work, speaks of a search made among the beginners of the university study Japanese.This wanted to discover the sources of that anxiety in the classroom. Mainly, this study builds off that there are two sources of that anxiety in learning a foreign language. These are mainly specific fear? s? student's negative assessment of his ability and self-talking perceieved. Many students are fearful of negative evaluation. They are frightened of manufacturing errors and pronounce a word. Since they are sensitive to these evaluations do not choose to speak in front of their peers. Again, compare their speaking ability with other students, teachers and indigenous. To sum up, the conditions of that there is an interaction between fear of negative evaluation and skills of self-perceieved affecting the level of anxiety. There are many factors that influence the level of anxiety. For example, teaching the student level, the instructor, gender, age, language, use of foreign language studies during the second language, the final grades, previous experience, the interaction of the instructor -beginner, classroom procedures, etc.. Taking everything into consideration, this research emphasizes the importance of the role of? s? the teacher in language learning. Gives them many ways that can apply in their classes. For example, in the first place can identify their students so that some other major differences are not so much. They should make positive reinforcement by making positive comments and the show special consideration to those who have fear of negative evaluation. Should consider that there is no such rule that says that a student with advanced or experience will not be anxious. For these reasons, anyone can believe anxious due to internal and external factors.
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Some people find with many difficulties when learning a second language. It is believed that there are some impressionable factors in learning a foreign language which affects our ability to learn. These are probably mainly intelligence, motivation, attitudes and anxiety. Among these, the anxiety out of taking part as one of the main influential factors for effective learning of languages. This foreign language anxiety is defined by some authors as? of? â sensitivity of tension, apprehension and nervousness associated with the position of learning? the stranger? of language.â initially, I would point out that much research was required to understand the reason for that anxiety. According to these studies, there is some internal and external factors that increase or decrease the level of anxiety one feels when learning a second language. There are also some personality characteristics that increase anxiety in language learning. In my paper, I tried to examine some newspaper articles of different manufacturers to achieve certain results in this respect, kind of anxiety. While studying on them, I found that the various causes of anxiety and the self have started wondering about ways to overcome this sensitivity. In this paper, I studied on different plants of the authors to understand the relationship between anxiety and success. Elaine K. Horwits in her? of? Anxiety and achievement of language? of? â Labor says this report and said about an instrument to measure this anxiety. Goes about her work by clarifying the kind of anxiety and offers some solutions to both instructors for beginners. Still, the anxiety? of? â text in? of? Classroom of the Japanese language of the university by Kazu Kitano we as readers are confronted with a specific research done among students of college in the United States learning Japanese. Ourselves some questions for research and at the end we can evaluate the results. As a result, draw a conclusion that anxiety in learning a foreign language may differ according to some factors such as age, gender, and so the current level. of? s? the student. The last text I studied was called the anxiety of speaking? of? â: The differentiation of writing and speak? of? of Components by Yuh-show Cheng, Elaine K. Horwitz and Diana L. Schallert. Here, writing and speaking anxieties are taken separetely and a search was done on these. The producers have focused on the results and explained the reasons why they have found the kind of research incomplete. All things considered, I would say that in my work I have tried to find the causes of anxiety in language learning. I have looked looking made by some producers and I thought about some possibilities for overcoming this sensitivity in language learning. Explain some of thougths? of? the researchers about this subject. Also, will make up my paper by suggesting my own ideas. To begin with, let me mention some of the text? s? by Elaine K. Horwitz, the? of? Anxiety and achievement of language? of? â she and her specific name of the language anxiety of colleagues and call for foreign language anxiety as a result of that fact, offer a tool for measuring what is the scale of anxiety in foreign language classroom (FLCAS). This article mainly discusses the relationship between anxiety and success. First, he sees the anxiety as a psychological construction. While it is associated with the nervous system, adversely affects our movements, it has a particularly profound effect in learning. The producer talks about the initial perspective on language learning and anxiety. Explains the theory? s? of Scovelâ who believes in the separation of different kinds of anxiety by the specific research to identify the type of anxiety they are measuring. Since then, studies have begun to be made using the FLCAS and other special measures. The studies suggest there is a negative correlation between anxiety and success when the final grades are concerned. Primarily evaluated the final grades, but on the other hand has given up that idea and began to use the most common measures of success. As a result, have reached a point that the relationship alters according to some factors such as? of teaching? of the levels? of? and â? the different? Objective of the languages? of? â. Some researchers that spark and Ganschow propose the hypothesis of linguistic coding differences (LCDD) to doubt that foreign language anxiety is independent of the success of language. They want to know if anxiety is a cause or a result of success in language learning difficult. Wonder if the imperfections in the first language learning causes this failure. They believe that those people who have poor skills of language learning anxiety have foreign language. The contrary to those beliefs, MacIntyre and Horwitz argues that there is no link between them. Later, Elaine sets out the circumstances in which the level of anxiety changes. The teacher is seen as one of factors.He / she is more important given many options to make a harmonious environment. In conclusion, it suggests to distinguish the role of anxiety in language learning from its role in the provision of language. Speaks of an edition in which defaulted is difficult to determine if anxiety has really interfered with learning. Still wonders if anxious beginners are able to face difficulties of second language acquisition. To what extent the influence of anxiety that learning a language is still a negative answer a question from a. Second, the anxiety? of? â text in? of? Classroom of the Japanese language of the university by Kazu Kitano gives us some ideas about the relationship between anxiety and language learning. In her work, speaks of a search made among the beginners of the university study Japanese.This wanted to discover the sources of that anxiety in the classroom. Mainly, this study builds off that there are two sources of that anxiety in learning a foreign language. These are mainly specific fear? s? student's negative assessment of his ability and self-talking perceieved. Many students are fearful of negative evaluation. They are frightened of manufacturing errors and pronounce a word. Since they are sensitive to these evaluations do not choose to speak in front of their peers. Again, compare their speaking ability with other students, teachers and indigenous. To sum up, the conditions of that there is an interaction between fear of negative evaluation and skills of self-perceieved affecting the level of anxiety. There are many factors that influence the level of anxiety. For example, teaching the student level, the instructor, gender, age, language, use of foreign language studies during the second language, the final grades, previous experience, the interaction of the instructor -beginner, classroom procedures, etc.. Taking everything into consideration, this research emphasizes the importance of the role of? s? the teacher in language learning. Gives them many ways that can apply in their classes. For example, in the first place can identify their students so that some other major differences are not so much. They should make positive reinforcement by making positive comments and the show special consideration to those who have fear of negative evaluation. Should consider that there is no such rule that says that a student with advanced or experience will not be anxious. For these reasons, anyone can believe anxious due to internal and external factors.
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