According to Young, there are six sources of language classroom anxiety: a) person and interpersonal anxieties; b) learner beliefs about language learning; c) instructor beliefs about language teaching; d) classroom procedures; f) instructor-learner interactions. Person and interpersonal anxieties cause by student compare their language skill with those of an ideal learner. In addition, perfectionism itself induces anxiety. Therefore, undoubtedly, the most difficult task for us as teachers of Taiwan adolescents will be to create a learning environment and develop learning activities and evaluative procedures that promote deep rather than superficial learning. Moreover, self-esteem, self-concept and self-efficacy have significant effects on the way students deal with information and with learning situations. To sum up, in order to reduce the anxiety of learning English, we must to create a comfortable situation for students.


  According to the author, student are pushed by the system, their teachers and they parents to set high standards for themselves; they fear evaluation ; they want to get the correct answer because that is only thing accepted on the test. Therefore, I consider that students are prone to lose their creativity, critical thinking and imagery. In finally, students gradually feel anxiety, low self-efficacy and low acquisition of learning in class. Additionally, they are fear of negative evaluation because they fear for compare with their peers and care others think their language skills. Thus, atmosphere of classroom, situation and learning circumstance are the major influence on students’ English learning. Author also refer to the society anxiety is exacerbated learning language by modern communicative teaching methodologies that employ interpersonal activates that emphasis on the importance of social relation. In my opinion, communicative teaching methodologies are not a stress or obstacle to learning English, but another kind of encourage instead. Although students may be fear to show their language ability in front of peers or teacher, students must consider English as a communicative tool and drill this skill as possible as they can. The first step is to create a learning classroom without anxiety; we must modify some approaches in class. I agree some idea with author, although I have different interpretation of those approaches. The author suggested us that decrease individual onstage performance like reports or speeches and question-and-answer sessions. My idea is separate students into several groups by using cooperative Learning because it can reduce instructor-learner interactions and classroom procedures’ anxiety. In additional, encouraging students discuss issue with others, avoid individual activity in class and evaluate in pairs, groups or one-on-one. This approach is also can evoke students’ creativity through discuss.

Furthermore, allowing students has chance to choice their evaluating ways following their ability. Everyone must take a part in activity and communication.  


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