Language Learning and Perfectionism: Anxious and Non‐Anxious Language Learners' Reactions to Their Own Oral Performance

Abstract

This interview study sought to clarify the relationship between foreign language anxiety and perfectionism. The comments of anxious and non‐anxious language learners were audiorecorded as they watched themselves interact in a videotaped oral interview. By examining the reactions of the language learners to their actual oral performance and analyzing the audiotapes for instances of perfectionism, evidence was gathered suggesting that anxious and non‐anxious learners differ in their personal performance standards, procrastination, fear of evaluation, and concern over errors. Because the results of this study indicated a link between language anxiety and perfectionism, the article ends with a discussion of procedures that have been used to overcome perfectionism and that may also be helpful to anxious foreign language learners.

Chinese Students’ English-speaking Anxiety in Asking Questions in the MSc TESOL Classroom

“…and my face is kind of damaged (.) of course that will influence my asking questions in class (R5, L205-208) This result indicates that respondents' self-esteem and their fear of negative evaluation are intertwined, as suggested by some studies (e.g., Gregersen & Horwitz, 2002;Kitano, 2001;Price, 1991;Young, 1991). This finding also mirrors Krashen's argument that the more people think about their self-esteem, the more impressed they are with its impact; students with low self-esteem tend to worry about what their peers think, in fear of negative responses or evaluation.…”

“…I always want to win (.) I have a very high self-esteem (R7, L163-165) Although R7 considered her ambition as part of her personality, it is better to indicate that her ambition reflects the perfectionist belief about language learning which encourages individuals to make no errors or mistakes in their speaking performance (Gregersen & Horwitz, 2002). This self-perceived personality echoes R7's unrealistic belief about language learning.…”

“…The unrealistic perceptions or beliefs on language learning and achievement can result in frustration or anger towards students' own poor performance in a foreign language. These beliefs are most likely to emanate from learners' perfectionist nature (Gregersen & Horwitz, 2002). For example: I want to behave perfectly (.)…”

“…not only to speaking (.) everything including writing because I want to get a higher mark I want to perform perfectly I want to be a good impression on others so when I worry a lot about this (R7, L173-176) Perfectionist learners attempt to speak flawlessly, with no grammar or pronunciation errors, and as easily as a native speaker -these high or ideal standards create an ideal situation for the arousal of language anxiety (Gregersen & Horwitz, 2002).…”

Relationship among Iranian EFL Students’ Foreign Language Anxiety, Foreign Language Listening Anxiety and Their Listening Comprehension

“…It is also stated that language learning anxiety might cause potential problems for language learners (Kondo & Ling, 2004). Those students who are more anxious in their foreign language learning may not find their study enjoyable (Gregersen & Horwitz, 2002), which will be led to a negative impact on their performance. The focus of most of the anxiety research in FL context has been associated with oral production (Kimura, 2008), while the shift has recently been occurred to other receptive skills like listening which is one of the most effective skills for FL learners.…”