Public Speaking Anxiety Essay

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Introduction

Anxiety is a phenomenon that involves procedures linked to inner feelings familiar to awkwardness, disturbance, or shyness (Scovel, 1978). Anxiety has a complicated feature that deteriorates speaking abilities and this point is widespread as a fear of learners (Horwitz et al. 1986). He maintained that the “psychological barrier” is a common expression that can describe learners’ scares of learning languages and illustrate the impossibility successful achievements. Additionally, emanating anxiety is a common problem for learners in the initial stages of learning languages. Young (1992) expressed that many past explorations illustrated that anxiety in speaking is the most triggering thing among language aspects. Furthermore, he noted that fluent speech is an intricate task for students’ comprehension. Researchers like Macintyre and Gardner (1994) stated that emotional reaction to a concrete language is an obvious symptom of speaking anxiety. Anxiety is an unusual construction, thereby it is identified as a core reason for students’ failure. (Macintyre, 1995). In the meantime, investigators declared the existence of various clues that have potential aid to students with the aim of handling their anxiety in classroom sessions. Comprehending the authentic features of anxiety is a substantial process that is necessary for learners to contrive their communicative abilities in the process of scrutinizing foreign languages

The conspicuous characteristics of speaking anxiety

For decades, anxiety in speaking was considered a widespread problem according to different scholars who deal with linguistics. Early investigations illustrated that anxiety can be utilized in broad definitions. Beatty and Andriate (1985) described that anxiety is connected with the autonomic nervous system which consists of nervousness, tension, and suspense with stress. Stimulation of anxiety can be a cause of negative emotions in the lesson process which will be the main hindrance for students. McCrosky (1989) pointed out three main reasons for speaking about anxiety: Firstly, anxiety is a phenomenon of our mind that comes across with the negative consequences of a particular situation. Secondly, emotional factors cannot allow speakers to perform or deliver their speech to the audience. Lastly, it should be taken into account that the majority of students cannot control anxiety properly. Macintyre (1991) mentioned that people who suffer from anxiety commence pondering pessimistic thoughts that lead them to nervousness and discomfort. Similarly, Macintyre and Gardner (1994) admitted that the connection of anxiety with the nervousness of students might be hindrances to communicating in a second language. Moreover, they confirmed that anxiety is a psychological tension that students undergo via performing learning tasks. Jones (2004) defined that learners are afraid of public embarrassment as well as censure from their peers. Kearney (2005) compared anxiety with social instability which is derived from shyness. He regarded shyness as a general tendency toward anxiety. A great number of students are frightened of evaluation from others. Shams (2006) pointed out that “the instructor’s estimation of students and reaction from other learners pushed students to anxieties” (p. 10). Anxiety is a compound element that comes from a wide aspects of linguistic, cultural along personal traits (Liu and Jackson, 2008). Tuck (2016) found out that personal characteristics combined with educational aspects can form anxiety in a linguistic context. There are different reasons which stimulate anxiety in learners’ speaking process.

The motifs of anxieties among learners

For decades, language anxiety has been one of the most researchable sources of anxiety. Early investigations utilized broad definitions of anxiety. McCroskey et al. (1977) elucidated that “People with low self-esteem likely bias to a high level of confidence in the period of conversations” (p. 274). He argued that individuals with low self-esteem think that they do have not enough knowledge to express their views. Moreover, students who feel low self-esteem strive to avoid oral communication. Meantime, Xiuqin (2006) asserted that learners try to evade the idea of making drawbacks and receiving negative feedback from participants of the lesson. They think that they should practice the English language until they reach perfection. The obvious thing is making mistakes unavoidable process in the classroom.

In most cases, students don’t want to be misjudged by others in the classroom. People who are socially anxious are concerned with the impressions others form of them and fear undesired evaluation. Another reason is being unprepared for the lesson and unwillingness to oral communication. Liu (2007) assumed that most unprepared learners tend to be nervous and anxious during the lesson. She also mentioned that limited class time and large classes can be reasons for students’ unwillingness to the lesson. Wrench et al. (2012) supported the idea that competition moments also have negative outcomes which form anxiety in learners. This factor can be shown when students compare themselves with other students and think that they don’t have sufficient level with their group mates. Thus, it leads students to diminish their desire to communicate.

The ways of preventing speaking anxiety

Identifying anxiety-producing factors for L2 learners is the initial stage in coping with speaking anxiety. The investigations have also shown that all attempts to reduce speaking anxiety should be in non-threatening manners. Mejia et al (1991) noted that the “cognitive modification approach can be a treatment for learners’ anxieties” (p. 97). Students are supported to create positive self-talk and manage their self-evaluation in a realistic way. Ying-Ling and Kondo (2004) recommended that the “affective approach might be an instrument that changes the negative association between classroom and anxiety” (p. 259).

Foss and Reitzel (1988) suggested that eradicating any scares is a good strategy to overcome speaking anxiety. Based on the idea that once learners become aware of their fears, they may get ready to live anxiety-producing situations in a more positive way. Furthermore, he figured out that the learners felt more confident when the instructors’ method of feedback was not severe. They anticipated an amiable environment and harmony in the classroom.

Young (1991) suggested that eliminating anxiety might embodied in a classroom environment where the atmosphere consists of mutual acceptance and respect. A friendly environment helps students reinforce their speaking skills and diminish their anxiety levels (Capan and Simsek, 2012). Authentic communication is based on cooperation and supportive context. Promoting constructive work between learners with similar problems can be also a possible solution to overcome speaking anxiety. A positive way to provide correction without creating anxiety in the student might be modeling students’ answers.

Conclusion

The capability to converse in the English language is fundamental in our time to accomplish successful communication. People who are afraid of speaking in the community possibly will find their career choices constrained and avenues for endorsement closed to them, consequential in substantial personal trouble, disturbance, and depression. Therefore, anxiety has an unconstructive influence on language erudition, particularly anxiety about speaking, fear of assessment, and English classes regardless of the detail that some students and their English results and anxiety levels do not associate with each other.

Horwitz et al. (1986) prompted that instructors should encourage learners to maintain reliance to make misapprehensions in order to acquire communication talents. To empower learners to feel advantageous in using English, educators should avoid setting up activities that heighten the chances for them to fail. They should make sure that the learners are ready for the allocated activities and have adequate ideas and lexis to complete the task in an effective way.

In hindsight, each and every student may experience a certain level of communication apprehension which can be due to anxiety in speaking. However, being able to control anxiety and cope with its symptoms is indispensable for learners. Consequently, eradicating anxiety from the education process can be key to success in language learning.

References

Beatty, M. J., & Andriate, G. S. (1985). Communication Apprehension and General Anxiety in the Prediction of Public Speaking Anxiety. Communication Quarterly, 33(3) retrieved from:https://minds.wisconsin.edu/bitstream/handle/1793/74067/Cheng, Zewen.pdf?sequence=1&isAllowed=y
Capan, S. A., & Simsek, H. (2012). General Foreign Language Anxiety among EFL Learners: A Survey Study. Frontiers of Language and Teaching. retrieved from: https://www.academia.edu/31011732/Speaking_Anxiety_among_Different_Grades_of_K12
Foss. K and Reitzel A. A (1988) relational model for managing second language anxiety. TESOL Quarterly, 22 retrieved from: https://www.duo.uio.no/bitstream/handle/10852/25584/Daxstamparexoggixultima.pdf?sequence=1
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Liu, M. (2007). Anxiety in oral English classrooms: a case study in China. Indonesian journal of English language teaching, 3(1)
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MacIntyre, P. D. & Gardner, R. C. (1991). Methods and results in the study of anxiety and language learning: A review of the literature. Language learning, 41(1) retrieved from: http://ethesisarchive.library.tu.ac.th/thesis/2016/TU_2016_5821042404_6920_4692.pdf
MacIntyre, P. D. & Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44(2). retrieved from: http://dspace.univ-tlemcen.dz/bitstream/112/8914/1/asmae-tadjouri.pdf
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Mejia, H., Applbaum, R.L., & Trotter II, R, T. (1991) ‘Oral Communication Apprehension and Hispanics: An Exploration of Oral Communication Apprehension Among Mexican American Students in Texas’, in Horwitz, E.K., & Young, D. J. (eds.) Language Anxiety: From Theory and Research to Classroom Implications. Englewood Cliffs, NJ: Prentice Hall, pp. 87-98.
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Tuck, M. (2016). The orientation of learner language use in peer work: Teacher role, learner role, and individual identity. Language Teaching Research, 11(2). doi: 10.1177/1362168807074602
Xiuqin, Z. (2006). Speaking skills and anxiety. CELEA journal (Bimonthly), 26(1).
Young, D.J. (1991) Creating a Low-Anxiety Classroom Environment: What Does Language Anxiety Research Suggest? The Modern Language Journal. Retrieved from: http://dspace.univ-tlemcen.dz/bitstream/112/8914/1/asmae-tadjouri.pdf
Young, D. J. (1992). Language anxiety from the foreign language specialist’s perspective: Interviews with Krashen, Omaggio Hadley, Terrell, and Rardin. Foreign Language Annals. https://doi.org/10.1111/j.1944-9720.1992.tb00524.x
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Wrench, J.S. et al. (2012). Public speaking: Practice and ethics. retrieved from: http://2012books.lardbucket.org/pdfs/public-speaking-practice-and- ethics.pdf.apr. (21 March 2016)

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