Definition And Types Of Anxiety English Language Essay

Definition And Types Of perplexity side Language look forIn order to understand the specific type of c ar that prentices produce in a orthogonal spoken speech conversation sort outroom, it is important to first handle apprehension in general terms.As a psychological construct, c be is described as a suppose of apprehension, a vague apprehension that is only indirectly associated with an object (Scovel, 1991, cited in Tanveer, 2007, p. 3). Speiberger (1976, cited in Wang, 2005, p. 13) distinguished apprehension from concern by pointing out that although anguish and fear ar both rough emotional reactions to the stimulus conditions comprehend as threatening, fear is commonplacely derived from a re anyy, objective danger in the external environment trance the threatening stimulus of apprehension whitethorn non be known.Spielberger (1983, cited in Wilson, 2006, p. 41) throttled solicitude as the field of battleive touch perception of tension, apprehension , restlessness, and worry associated with an stimulation of the autonomic nervous system. More specifically, Morris, David, Hutchings (1981, cited in Wilson, 2006, p. 41) claimed that general disturbance consists of devil comp onenessnts worry and emotionality. Worry or cognitive trouble refers to prejudicial expectations and cognitive concerns to the highest full point oneself, the situation at hand, and possible consequences, and emotionality or somatic trouble concerns ones perceptions of the physiological-affective elements of the trouble experience, which be indications of autonomic stimulus and unpleasant step assures, such as nervousness, upset stomach, pounding heart, sweating, and tension (Morris, David, Hutchings, 1981, cited in Wilson, 2006, p. 41, cited in Cubucku, 2007, p. 134).Trait disquiet, State apprehension, and Situation-specific AnxietyMacIntyre Gardner (1991, p. 87-92) identify three approaches to the correction of anguish, which are ind ication fear, pronounce solicitude, and situation-specific care.Trait concern is an various(prenominal)s likelihood of becoming awkward in any situation (Spielberger, 1983, cited in MacIntyre Gardner, 1991, p. 87). As sign anxiety is a comparatively shelter personality characteristic, a person who is sign keen would probably proceed anxious in many divers(prenominal) kinds of situations, more frequently or more intensely than most quite a little do (Woodrow, 2006, p. 309). This approach to anxiety look into has been criticized in that the interpretation of trait anxiety would be meaningless without being considered in interaction with situations because a particular situation may be sensed as anxiety-provoking by some hardly non by new(prenominal)s although those people may save exchangeable trait anxiety scores (MacIntyre Gardner, 1991, p. 88).State anxiety, in rail focal point line to the stable nature of trait anxiety, is chipary and thus not an brook ch aracteristic of an individuals personality. It is the apprehension that is experienced at a particular moment in time (MacIntyre Gardner, 1991, p. 90). In new(prenominal) words, it is a transient anxiety, an unpleasant emotional temporary state, a response to a particular anxiety-provoking stimulus such as an important campaign (Spielberger, 1983, cited in Wang, 2005, p.13, and cited in Tanveer, 2007, p. 4). The high the take of trait anxiety an individual possess, the higher(prenominal) the take aim of state anxiety he or she may experience in stressful situations (MacIntyre Gardner, 1991, p. 90). The state-anxiety approach to anxiety seek has been criticized for asking the question Are you nervous now? instead of Did this situation make you nervous? in new(prenominal) words, it does not the subjects to ascribe their anxiety experience to any particular ancestor (MacIntyre Gardner, 1991, p. 90).Situation-specific anxiety reects a trait anxiety that recurs consistently everywhere time within a given situation (MacIntyre Gardner, 1991, p. 87 Spielberger, Anton and Bedell, 1976, cited in Woodrow, 2006, p. 309). Zheng (2008, p. 2) proposed that the three categories of anxiety washbasin be identified on a continuum from stability to transience, with trait anxiety connect to a generally stable predisposition to be anxious across situations on one end, state anxiety related to a temporary unpleasant emotional state on the other, and situational-specific anxiety related to the probability of becoming anxious in particular situations in the middle of the continuum. gibe to MacIntyre and Gardner (1991, p. 90), situation-specific anxiety buttocks be considered as trait anxiety, which is limited to a specific context. This perspective examines anxiety reactions in a puff up-defined situation such as normal s anthesising, during tests, when solving mathematics problems, or in a unlike row class (MacIntyre Gardner, 1991, p. 90).Facilitating Anxiety a nd Debilitating AnxietyFacilitating anxiety improves direction and performance, spell debilitating anxiety is associated with poor encyclopedism and performance. correspond to Scovel (1978, cited in Tanveer, 2007, p. 10), anxiety, in its debilitating and facilitating forms, serves simultaneously to motivate and to warn the bookman. Facilitating anxiety occurs when the difficulty level of the projection aerates the proper amount of anxiety (Scovel, 1978, cited in Zheng, 2008, p. 2). In such case, facilitating anxiety motivates the prentice to fight the new accomplishment task it gears the learner emotionally for approach carriage (Scovel, 1991, cited in Tanveer, 2007, p. 11). However, although a certain level of anxiety may be beneficial, too much anxiety bay window become debilitating it motivates the learner to flee the new instruction task and stimulates the individual emotionally to adopt dodging behavior which may elapse to avoidance of work and inefficient work performance (Scovel, 1978, cited in Zheng, 2008, p. 2 Scovel, 1991, cited in Tanveer, 2007, p. 11).Such phenomenon tidy sum be best described by the Yerkes-Dodson Law, which suggests a curvili rise association among arousal and performance (Wilson, 2006, p. 45). When represented graphically on an inverted U-shaped curve, the Yerkes-Dodson Law shows that too little arousal produces minimum performance moderate arousal enhances performance and reaches a peak at the top of the curve by and by that, too much arousal will again hinder performance (MacIntyre, 1995, p. 92). underframe 1 (MacIntyre, 1995, p. 92)Anxiety in outside(prenominal) Language trainingLanguage information anxiety has been classified as a situation-specic anxiety, or a trait which recurs consistently over time within the given context of run-in education situations, that is, the phraseology classrooms (MacIntyre and Gardner, 1991 Horwitz, 2001).Horwitz et al. (1986) were the first to treat immaterial dict ion anxiety as a separate and distinguishable phenomenon particular to linguistic colloquy information (Young, 1991, cited in Wang, 2005, p. 16). According to Horwitz et al. (1986, p. 128), alien actors line anxiety is a distinct complex of self-perceptions, feelings, and behaviors related to classroom knowledge arising from the uniqueness of the manner of spoken presentation learning process. other(a) researchers also proposed kindred definitions. Oh (1992, cited in Wang, 2005, p. 16) perceived of opposed wording anxiety as a situation-specific anxiety students experience in the classroom, which is characterized by negative self-centered thoughts, feelings of inadequacy, fear of failure, and emotional reactions. In a similar vein, MacIntyre and Gardner (1994, cited in Wang, 2005, p. 16) described international actors line anxiety as the feelings of tension and apprehension, which are particularly associated with activities in a second language learning context.Accor ding to Horwitz (1986, p. 126), anxiety centers on the two basic task requirements of unconnected language learning earshot and oration, and difficulty in speaking in class is probably the most frequently cited concern of the anxious foreign language students. On the other hand, Hilleson (1996, cited in Matsuda Gobel, 2004, p. 22), in his diary study, identified various types of anxiety related to various skill areas the participants in his research demonstrated anxiety related to not only speaking and listening but also reading and writing. Although research into foreign language anxiety has been almost entirely associated with the vocal aspects of language use, there has been a upstart trend to identify the race between anxiety and other language proficiencies ((Horwitz, 2001, p. 120 Matsuda Gobel, 2004, p. 22). According to Tallon (2008, p. 7), while previous studies suggested that foreign language classroom anxiety is a more general type of anxiety about learning a secon d language with a strong speaking anxiety element, recent research on foreign language anxiety showed the existence of language-skill-specific anxieties listening, reading, and writing.The Measurement of Anxiety in unlike Language LearningGenerally, there are three major shipway of measuring anxiety in research, including behavioral observation physiological assessment such as heart rates or blood pressure tests and participants self-reports of their informal feelings and reactions (Casado Dereshiwsky, 2001 Daly, 1991 cited in Zheng, 2008, p. 3). According to Zheng (2008, p. 3), participants self-reports are by far the most common way of examining the anxiety phenomenon in educational research.Early Research on Foreign Language AnxietyAs anxiety is a complex, multi-faceted construct (Phillips, 1992, p. 14), it is not surprising that early studies of the relationship between anxiety and language learning appendd mixed and conf development results. Youngs (1991, p. 438-439) exam ine of sixteen studies that examining how anxiety interferes with language learning and performance showed inconsistent results both within and across studies, and she concluded that research in the area of anxiety as it relates to second or foreign language learning and performance was scattered and inconclusive.According to Horwitz (2010, p. 157), Scovels review of the then available literature on anxiety and language learning prat be considered a turning point in the study of foreign language learning anxiety. Scovel (1978, cited in Horwitz, 2001, p. 113) attributed the truly conflicting set of findings to ambiguity in the conceptualization and nibment of anxiety. He argued that since the early studies employed different anxiety measures such as test anxiety or facilitating-debilitating anxiety, etc, it was comprehensible that they plunge different relationships between anxiety and language learning. Some studies imbed the anticipated negative relationship between anxiety and language consummation, but there were also several(prenominal) studies which set no relationship, and positive relationships between anxiety and second language achievement were also identified. For example, in a research conducted by Chastain in 1975 (cited in Horwitz, 2010, p. 156), the directions of the correlations between anxiety (test anxiety) and language learning (course grades) in three languages (French, German, and Spanish) were not consistent, indicating three levels of correlation positive, negative, and near zero. Backman (1976, cited in Aida, 1994, p. 156) examined Venezuelan students learning English in the US, whose language make out measured by a placement test, a listening re comprehension test, and teachers ratings did not show a probatory correlation with any of the anxiety measures. Kleinmann (1977, cited in Horwitz, 2010, p. 156) utilized the facilitating-debilitating anxiety framework to study Spanish-speaking and Arabic-speaking ESL students, and fo und that learners with more facilitating anxiety had a lower campaignency toward avoidance behavior in the oral output signal of linguistically difficult English organizes while there was no evidence that debilitating anxiety negatively influenced their oral performance.Horwitz, Horwitz, and Copes Construct of Foreign Language AnxietyIt is essential to trace the maturement and subsequent use of the Foreign Language classroom Anxiety ordered series (Horwitz et al., 1986), as this instrument has been employed so widely (in its original form, or translated, or neutered) and with such consistent results since it first appeared. As it has been observed to be highly reliable (Horwitz, 1986 Aida, 1994 Rodriguez Abreu, 2003), I was interested in using it for my research.3.2.1. outgrowth of the FLCASAccording to Horwitz (1986b, p. 559), research into the relationship between anxiety and language achievement had been held back by the insufficiency of a reliable and valid measure of a nxiety specific to language learning. She gain stated that although teachers and students generally matte up that anxiety is an obstacle to be overcome in learning a second language, the empirical literature at that time failed to tolerablely define second language anxiety and to demonstrate a clear-cut relationship between anxiety and language achievement or performance. She suggested that one presumable explanation for the inconclusive results of previous studies was that existing measures of anxiety did not test an individuals response to the specific stimulus of language learning. The Foreign Language Classroom Anxiety Scale was developed so as to provide researchers with a standard instrument for such purpose (Horwitz, 1986b, p. 559). This self-report measure was claimed to evaluate the degree of anxiety, as evidenced by negative performance expectancies and social comparisons, psycho-physiological symptoms, and avoidance behaviors (Horwitz, 1986b, p. 559). The author state d that the scales items were developed from student reports, clinical experience, and a review of related instruments.3.2.2. Conceptual Foundations of Foreign Language AnxietyFrom a theoretical viewpoint, Horwitz et al. (1986, p. 127) argued that foreign language anxiety implies performance military rating within an donnish and social context. They therefore identified the three related performance anxieties conference apprehension test anxiety and fear of negative evaluation, which are believed to provide useful conceptual building blocks for a description of foreign language anxiety (Horwitz, 1986, p. 128). However, Horwitz (1986, p. 128 2010, p. 158) also emphasized that foreign language anxiety is not a simple combination of these performance anxieties transferred to foreign language learning. Instead, it is perceived as a distinct complex of self-perceptions, beliefs, feelings, and behaviors arising from the uniqueness of the language learning process (Horwitz, 1986, p. 128 ).Communication apprehension was originally defined by McCroskey (1977, cited in Aida, 1994, p. 156) as an individuals level of fear or anxiety associated with either real or anticipated communication with another person or persons. According to McCroskey (1984, cited in Wang, 2005, p. 17), the typical behavior patterns of communicatively apprehensive people are communication avoidance, communication withdrawal, and communication disruption. According to Horwitz (1986, p. 127), due to its emphasis on social interactions, the construct of communication apprehension plays an important role in language learning. Difficulty in speaking in groups (oral communication anxiety) or in reckon of the class (stage fright), or in listening to or learning a spoken message (receiver anxiety) are suggested to be all manifestations of communication apprehension (Horwitz, 1986, p. 127). People whose typical communication apprehension is high bunk to encounter even greater difficulty communicating in a foreign language class where they deal little control of the communicative situation, there exists a disparity between learners mature thoughts and their boyish foreign language proficiency, and their performance is constantly monitored (Horwitz, 1986 Horwitz and Gregersen, 2002, p. 562). The inability to express oneself fully or to understand others not only locomote to frustration and apprehension in typical apprehensive communicators but also make many otherwise talkative people become silent in a foreign language class (Horwitz, 1986, p. 127).Test-anxiety, or the bunkency to view with alarm the consequences of unequal to(predicate) performance in an evaluative situation (Sarason, 1984, cited in Aida, 1994, p. 157), is also applicable to a discussion of foreign language anxiety because performance evaluation is an ongoing feature of most foreign language classes (Horwitz, 1986, p. 127). Some learners may inappropriately view foreign or second language production as a test situation rather than as an fortune for communication (Horwitz, 1986, cited in Horwitz and Gregersen, 2002, p. 562). According to Horwitz (1986, p. 126), test-anxious students often put surreal demands on themselves and feel that anything less than a perfect test performance is a failure. Unfortunately, students who are test-anxious may suffer considerable stress and difficulty in foreign language classrooms since daily evaluation of skills are quite common and frequent in most foreign language classes. Moreover, making mistakes is ineluctable in the language learning process, and even the brightest and most prepared students often make errors (Horwitz, 1986, p. 128).Fear of negative evaluation, the third performance anxiety related to foreign language learning, is defined as apprehension about others evaluations, avoidance of evaluative situations, and the expectations that others would evaluate oneself negatively (Watson and Friend, 1969, cited in Horwitz, 1986, p. 128). Although similar to test anxiety to some extent, fear of negative evaluation is broader in scope in that it applies to any social and/or evaluative situation in which an individual worries about the possibility of being unfavorably evaluated by others (Wilson, 2006, p. 68). Horwitz (1986, p. 128) pointed out what distinguishes foreign language learning from other academic subjects is that language learners are continually evaluated by the teacher and may also feel they are subject to the evaluation of their peers. Unfortunately, learners who are highly concerned about the impressions others are forming of them slant to behave in ways that minimize the possibility of negative evaluations (Horwitz and Gregersen, 2002, p. 562). In foreign language classrooms, students with a fear of negative evaluation tend to sit passively in the classroom, withdrawing from classroom activities that could otherwise enhance their receipts of the language skills or even cutting class to avoid anxiety situations (Aida, 1994, p. 157).3.2.3. Reliability and Validity of the FLCASHorwitz et al. (1986) developed the Foreign Language Classroom Anxiety Scale (FLCAS) as a 33-item self-report instrument scored on the basis of a 5-point Likert-type scale, from strongly agree to strongly disagree. Students respond to statements regarding their reactions to foreign/second language classes. Possible scores on the FLCAS range from 33 to 165 the higher the score, the higher the anxiety level.Items were developed from student reports, interviews with specialists about their clinical experiences with anxious language learners, the authors teaching experiences, and a review of related measures of anxiety.According to Horwitz (1986, p. 129), aviate testing of the scale with seventy five shadowonic Spanish students at the University of Texas at Austin demonstrated its reliableness and validity. In terms of internal reliability, the FLCAS achieved internal reliability, achieving an important co efficient of .93 with all items producing significant corrected item-total scale correlations. Test- retest reliability over eight weeks yielded an r = .83 (p In one sample of 108 introductory students of Spanish, scores ranged from 45 to 147 (M = 94.5, Mdn = 95.0, SD = 21.4). Internal consistency, as measured by Cronbachs alpha coefficient, was .93, and test-retest reliability over 8 weeks was r = .83, p = .001, n = .78.Aida (1994) tried and true Horwitz et al.s construct of foreign language anxiety by validating an adapted FLCAS for students of Japanese. She aimed to discover the underlying structure of the FLCAS and to examine whether or not the structure reflects the three kinds of anxiety presented earlier. Her study, using ninety-six students of Japanese, yielded internal consistency of .94 (X = 96.7 and SD = 22.1), using Cronbachs alpha coefficient. The reliability, mean, standard deviation, and range obtained in this study were very similar to those of Horwitz (1986), whos e sample was a group of students in introductory Spanish classes.FIGURE 2 (Aida, 1994, p. 159)Manifestations of Foreign Language Learning AnxietyAnxiety, in general, can have physical/physiological, emotional, and behavioral manifestations, and these manifestations can differ with each individual.According to Oxford (1999, cited in Williams Andrade, 2009, p. 4, and cited in Yanling Guizheng, 2006, p. 98)Physical symptoms can include, for example, rapid heartbeat, muscle tension, juiceless mouth, and excessive perspiration.Psychological symptoms can include embarrassment, feelings of helplessness, fear, going blank, inability to concentrate, as well as poor memory recall and retention.Behavioral symptoms can include physical actions such as squirming, fidgeting, playing with hair or clothing nervously touching objects, stuttering or stammering displaying jittery behavior, being otiose to reproduce the sounds or intonation of the target language even after repeated practice. More importantly, behavioral symptoms of anxiety can be manifested in negative avoidance behaviors like inappropriate silence, monosyllabic or non-committal responses, lack of eye contact, unwillingness to participate, coming late, arriving unprepared, showing indifference, cutting class, and withdrawal from the course.Other signs which might reflect language anxiety overstudying, perfectionism, hostility, excessive fighting, as well as excessive self-effacement and self-criticism (e.g. I am so stupid).Causes of Foreign Language Learning AnxietyResearch has indicated a number of ways that learning a foreign language can cause anxiety for language learners. Young (1991, p. 427), in a comprehensive review, summarized the personal factors and instructional factors contributing to language anxiety into six categories 1) personal and interpersonal anxieties, 2) learner beliefs about language learning, 3) teacher beliefs about language teaching, 4) instructor learner interactions, 5) classr oom procedures, and 6) language testing. Generally, the six factors proposed by Young (1991) combine with other factors indicated by other researchers to form three main sources of foreign language anxiety learners characteristics, teachers characteristics, and classrooms characteristics (Tallon, 2009, p. 2).Personal factors (Learner characteristics)Personal and interpersonal issues, according to Young (1991, p. 427), are possibly the most commonly cited and discussed sources of language anxiety. Several studies have sight the link between anxiety and proficiency (Aida, 1994 Gardner, 1985 Gardner et al., 1997, cited in Zhang, 2010, p. 9). There are significant differences between high proficiency and low proficiency students in language anxiety level with the low proficiency students being much more anxious (Young, 1991). In a similar vein, Horwitz (1986) attributed anxiety to learners immature communicative ability in the foreign language. On the other hand, several other research ers argued that low self-esteem and competitiveness are the two significant sources of learner anxiety. Bailey (1983, cited in Young, 1991, p. 427) studied the diary entries of 11 students and reported that competitiveness can lead to anxiety when language learners compare themselves to others or to an see self-image. Likewise, Price (1991, cited in Young, 1991, p. 427) stated that the majority of her subjects believed their language skills to be weaker than those of the others in class that they werent doing a good job and that everyone else looked down on them. As regards to self-esteem, Hembree (1988, cited in Young, 1991, p. 427) implied that students who start out with a self-perceived low ability level in a foreign or second language are most likely to experience language anxiety. Krashen (1981, cited in Ohata, 2005, p. 5) also suggests that anxiety can arise according to ones degree of self-esteem as those students tend to worry about what their peers or friends think, in fe ar of their negative responses or evaluation. In addition, Gregersen and Horwitz (2002) examined the relationship between foreign language anxiety and perfectionism, and found some common characteristics between anxious language learners and perfectionists (e.g., higher standards for their English performance, a greater tendency toward procrastination, more worry over the opinions of others, and a higher level of concern over their errors). The authors supposed that such characteristics may make language learning unpleasant and less successful for the perfectionist students than for others. other personality trait that has a positive correlation with foreign language anxiety is shyness Chu (2008, cited in Zhang, 2010, p. 11) affirmed that anxiety, willingness to communicate, and shyness function together to create a negative impact on Taiwanese students study of English.Learner beliefs about language learning, if erroneous and unrealistic, are also a major factor contributing to l anguage anxiety (Young, 1991, p. 428). According to Tallon (2008, p. 4) when students unrealistic expectations about language learning are not met it can lead to negative feelings about ones intelligence and abilities. For example, the language learners in Horwitzs study (1988, cited in Young, 1991, p. 428) 1) expressed great concern over the correctness of their utterances 2) placed a great deal of stress on speaking with an excellent dialect 3) supported the notion that language learning is primarily translating from English and memorizing expression words and grammatical rules as well as 4) believed that two historic period is enough time to become fluent in another language and believed some people were more able to learn a foreign language than others. Such erroneous beliefs may make the students later become disappointed and frustrated. In addition, Horwitz (1989, cited in Tallon, 2008, p. 5) found a link between several language learning beliefs and levels of foreign langu age anxiety in university Spanish students the more anxious learners judged language learning to be relatively difficult and themselves to possess relatively low levels of foreign language aptitude. Palacios (1998, cited in Tallon, 2008, p. 5) also found that the following beliefs are associated with learner anxiety the feeling that mastering a language is an overwhelming task the feeling that one needs to go through a translation process in order to communicate in the target language the difficulty of retentivity everything in ones head and the belief that learning a language is easier at an earlier age. Tallon (2008, p. 5) concluded that all of those faulty beliefs may cause the students to have unrealistic expectations about the language learning process, and thus lead to anxiety.instructional factorsTeacher characteristicsInstructor beliefs about language teaching, which determines instructor-learner interactions, are a further source of language anxiety because the teachers as sumption on the role of language teachers may not always correspond to the students needs or expectations toward the him or her (Ohata, 2005, p. 7). Young (1991, p. 428) listed the following teacher beliefs which have been shown to evoke feelings of anxiety in students it is necessary for the teacher to be intimidating at times the instructor is supposed to correct every single mistake made by the students group or partner work is not appropriate because it can get out of control the teacher should do most of the talking and the instructors role is that of a drill sergeant. According to Tallon (2008, p. 5), a judgmental teaching attitude (Samimy, 1994) and a harsh manner of teaching (Aida, 1994) are well linked to student fear in the classroom.Besides, Palacios (1998, cited in Tallon, 2008, p. 5) found the following characteristics of the teacher to be associated with anxiety absence of teacher support, unsympathetic personalities, lack of time for personal attention, favoritism, absence that the class does not provide students with the tools necessary to match up with the teachers expectations, and the sense of being judged by the teacher or wanting to impress the teacher. Moreover, Young (1999, cited in Tallon, 2008, p. 6) stated that using speaking activities that put the learner on the spot in front of their classmates without allowing adequate preparation are also sources of anxiety for many students. Additionally, Ando (1999, cited in Tallon, 2008, p. 6) argued that having a native speaker for a teacher can cause anxiety because the teacher may lack the sensitivity of the learning process or the teachers English may be hard for students to understand.Classroom characteristicsClassroom procedures and other classrooms characteristics are the third major source of foreign language learning anxiety.Young (1990, cited in Tallon, p. 6) proposed a list of classroom activities which are perceived as anxiety-provoking (1) spontaneous role play in front of the c lass (2) speaking in front of the class (3) oral presentations or skits in front of the class (4) presenting a prepared dialogue in front of the class and (5) writing work on the board. Similarly, Palacios (1998, cited in Tallon, p. 6) found demands of oral production, feelings of being put on the spot, the pace of the class, and the element of being evaluated (i.e., fear of negative evaluation) to be anxiety-producing to students.Notably, Oxford (1999, cited in Tallon, p. 7) emphasized learning and teaching styles as a potential source of language anxiety. If the instructors teaching style and a students learning style are not compatible, style wars can trigger or heighten anxiety levels.In addition, it is understandable that language testing may lead to foreign language anxiety (Young, 1991, p. 428). For example, difficult tests, particularly tests that do not match the teaching in class, as well as unclear or unfamiliar test tasks and formats can all create learner anxiety.Effec ts of Foreign Language Learning AnxietyForeign Language Learning Anxiety and its Associations with the three stages of the Language erudition process (Input, Processing, and Output)The effects of language anxiety can be explained with book of facts to the cognitive consequences of anxiety arousal (Eysenck, 1979 Schwazer, 1986 cited in MacIntyre Gardner, 1994, p. 2). When an individual becomes anxious, negative self-related cognition begins thoughts of failure (e.g. I will never be able to excite this), self-deprecation (I am just no good at this), and avoidance (I propensity this was over) begin to emerge. They consume cognitive resources that might otherwise be apply to the learning task. This then creates even more difficulties in cognitive process because fewer available resources may lead to failure, which results in more negative cognitions that further consume cognitive resources, and so on. According to MacIntyre (1995, p. 26), anxiety can be problematic for the languag e learner because language learning itself is a fairly intense cognitive activity that relies on encoding, storage, and retrieval processes (MacIntyre, 1995, p. 26), and anxiety interferes with each of these cognitive processes by creating a divided attention scenario (Krashe