A Relational Model for Managing Second Language Anxiety

Abstract

Researchers and teachers in the fields of speech communication and second language acquisition have been concerned with the phenomenon of communication anxiety. Although the anxieties experienced by native speakers of a language differ somewhat from those experienced by nonnative speakers, we suggest that students' perceptions of their communication abilities and performances must be taken into account when dealing with the anxiety responses of both groups. This article proposes that a relational model of communication competence developed by Spitzberg and Cupach (1984) can be used as a foundation for understanding and working with students experiencing anxiety in using a second language. Specific exercises for helping students manage their perceptions of their communication are offered.

A Study of EFL Listening Anxiety in a Test Setting

“…Self-perceptions can be seen as a critical factor in language learning anxiety and it plays a key role in how students approach acquisition and use of a second language (Armeda, 1988). The present study confirmed this view.…”

“…Self-perceptions can be seen as a critical factor in language learning anxiety and it plays a key role in how students approach acquisition and use of a second language (Armeda & Karen, 1988). Similarly, Krashen (1992) suggests that an individual's degree of self-esteem is highly related to language anxiety.…”

L’acquisition d’une langue étrangère et l’anxiété langagière

“…Ses auteurs postulent que des réactions d'anxiété spécifiques permettent d'identifier l'anxiété langagière dans le cas des langues étrangères dans le contexte théorique et empirique de la recherche sur l'anxiété, en tant que variable conceptuellement différente des autres types d'anxiété. Après que le terme a été forgé, Foss et Reitzel (1988) ont discuté de l'anxiété dans l'apprentissage d'une langue étrangère comme de l'anxiété langagière dans le cas d'une langue seconde. Par la suite, l'anxiété langagière dans le cas d'une langue étrangère et dans le cas d'une langue seconde ont été confondues et elles sont maintenant connues sous le nom d'anxié-té langagière -un terme générique pour décrire l'anxiété relative à l'apprentissage d'une langue seconde et de langues étrangères.…”

Gender-dependent language anxiety in Polish communication apprehensives

“…Likewise, personal convictions about not being understood or not being able to understand others evoke strong feelings of communication avoidance. Both CA and LA indicate the necessity to perform, yet LA also requires the need to learn and use the FL (Foss & Reitzel, 1988), which in effect produces elevated levels of LA in all students, not only communication apprehensives.…”