How to Help High School Students Reduce Language Anxiety in Their English Learning

Abstract: Language anxiety is a common phenomenon in the English learning process，and it is also the most unfavorable factor affecting English learning and performance. This paper analyzes causes of language anxiety, and proposes effective countermeasures to appropriately deal with and diminish language anxiety, which thus reduces its negative effect on high school students English learning.

Key Words: English learning      language anxiety     effective countermeasures    

Introduction

English learning is not only affected by its linguistic features, but also by some other factors. Language anxiety is the main factor affecting English learning. As the high school students may have limited linguistic knowledge, it can result in awful feelings to require them to communicate in English, and even physical reactions, such as clammy hands, quickening heartbeat and pulse, etc. If English teachers can not deal with it properly, it is quite likely that they will get half the results with twice the effort. This paper intends to explore causes of students language anxiety, its effect on English learning and strategies to reduce it.  

I. The Connotation of Language Anxiety.

   Language anxiety is described by psychologists as specific anxiety reaction. They view it as the apprehension experienced when a situation requires the use of a second or foreign language which the individual is not fully proficient in.

II. The Causes of Language Anxiety and Their effect on Students English Learning.

1. The effect of Chinese traditional culture

Under the nurture of Chinese traditional culture, some conservative thoughts are rooted in the students mind. Some students are not willing to express their ideas for the fear of losing face, especially those who have a poor English level. While those with good English competence think that modesty is a kind of virtue, and it is not appropriate to show off. As time passes, the less the students speak, the more they will feel nervous, uneasy or anxious in class.

2. The character traits of high school students

2.1 Lacking courage, self-confidence and the spirit of adventure leads to anxiety.

Many students are suffering feelings of anxiety resulting from their personalities. These students tend to lower their heads and avoid eye contact with teachers, not to speak of being actively involved in discussions, role plays and oral presentation in English class.

2.2 Inborn nature to compete and excel others can easily cause anxiety.

When comparing themselves with other students or their idealized performances, if they find others get higher marks or perform better, or they think they do not perform well as they have expected, they will feel anxious and uneasy. While those whose language ability is poor，often experience high anxiety and feel frustrated, because they always worry about the teachers and their peers negative evaluation.

3. The influence of English class teaching

3.1 Teachers roles

In traditional English teaching, the teacher plays the role of "authority"， “arbitrator” and "lecturer"， and holds a leading post in class teaching, which results in the students fear of the teacher. They will not or dare not answer or ask questions, because they care so much about their status and image in the teachers mind.

3.2 Teachers teaching styles

Just as students have different learning styles, the teacher has a preference for a certain teaching style. If the students learning style is not compatible with the teachers teaching style, it is sure to bring about language anxiety.

3.3 Teachers attitude towards errors

Teachers attitude towards errors does lead to students language anxiety. If the teacher is so concerned about accuracy, and is prone to criticize the student and correct the errors in their practice and speech, it will inhabit the students willingness to speak, especially some anxious students.

III. Countermeasures to diminish language anxiety in English classroom.

    What is certain, however, is that anxiety can make the difference between success and failure in language learning (Maclntyre 2002). It is necessary to adopt effective countermeasures to deal with and diminish language anxiety.

1. Creating a relaxed and secure atmosphere

Students need to have feelings of security and belonging in the classroom. It is a valuable means to overcome students mental barriers and diminish language anxiety.

1.1 Always smiling at students.

The teachers smile plays an essential role in English teaching. For most high school students, English study seems hard. That is why the teacher needs to help students develop an optimistic, self-confident and easy psychological state. And the teachers smile can effectively enable students to lay down the "load"， and improve their English competence with positive mental attitudes.

1.2 Always respecting, tolerating and trusting students.

In the learning process students shall inevitably make mistakes or errors. They are liable to use Chinglish, improper words, sentence fragments or dangling modifiers. In this case, the teacher should be tolerant and sympathetic instead of interrupting frequently to correct errors or criticize them. The teacher needs to create an affective environment that makes students willing to take risks, support and urge them with smile and encouraging words.

1.3 Always being patient when listening to students

Students with high language anxiety tend to remain reticent or speak in a stammering manner when they are called on to answer questions or express their ideas. Teachers should be patient and give them some hints if possible. And they are expected to phrase the question in another way, ask a simpler question instead or even tolerate students reticence.

2. Arousing students interest and motivating them to learn English

2.1 Cultivating students interest through purposeful activities

The teacher can involve students in various activities, such as singing popular songs, telling stories, playing games, guessing riddles, etc., which can make English learning more enjoyable, interesting and effective.

2.2 Creating question circumstances 

The teacher should create some question circumstances to arouse students curiosity and thirst for knowledge, which are the foundation of inspiring their intrinsic motivations. Creating question circumstances may bring about students doubts. Then their desire to seek for answers by way of engaging themselves in activities will be aroused.

2.3 Helping students to experience success and enhance self-efficacy

The teacher can develop positive motivations in their students by making the classroom itself a supportive environment in which students can experience success continuously. In English teaching, the teacher can assign different tasks for students according to their English levels. Also, since there is not a single teaching approach suitable for all students, the teacher should take into account different learning styles of students when designing and implementing teaching, to make sure that each student experiences success more or less, and then enhances self-efficacy.

2.4 Encouraging appropriate competition

The teacher can introduce moderate and appropriate competition into English learning and teaching, which may make the class more lively. But the teacher needs to ensure every student is given the equal opportunity to win, and show them that to win or to lose depends on their efforts rather than their abilities.

3. Improving English class teaching and learning effectively

3.1 Changing the teachers roles

The teacher is expected to be a multi-role educator, such as controller, organizer, prompter, assessor, facilitator, guide, participant, etc. They should try to establish new teacher and student relations based on equality and democracy. Only when the teacher respect and love students, have confidence in them and always be patient to them, will students trust and actively co-operate with the teacher, and then love English.

3.2 Adopting various teaching methods

High school students can not concentrate on class for a long time, and they are easy to get distracted. So the teacher has to change teaching methods according to teaching content and focus timely to make students feel refreshing and be in high spirits.

3.3 Choosing error correction strategies carefully

The teacher is expected to choose error correction strategies carefully. One on hand, the teacher should give positive feedback to students only if they use the right tense, a correct sentence pattern or even a proper word. On the other hand, the teacher should try every possible means to make students feel comfortable and relaxed, such as repeating the errors with a rising intonation, asking clarifying questions.

Conclusion 

Language anxiety does have an impact on language acquisition. Hence, the teacher needs to be fully aware of that and make corresponding changes to their teaching, thus alleviates the anxiety levels of students.

References:

1. Chaudron, C. 1986. Teachers priorities in correcting learners errors in French immersion classes. In R. Day R. (ed.) “Talking to Learn”

2. MacIntyre, P. D. 2002. Motivation, anxiety and emotion in second language acquisition. In P. Robinson (ed.). Individual Differences and Instructed Language Learning.

3. 陈琳，程晓堂，高洪德，张连仲： 英语教学研究与案例，北京，高等教育出版社2007 版