Dealing with the Learners’ Language Anxiety: A Pedagogical Inquiry

Abstract

This paper ought to revisit the place of language anxiety of learners in the context of second language acquisition. Specifically, the researcher dealt with its four components: communicative apprehension, fear of negative evaluation, test anxiety, and anxiety in the English classroom. These components have greatly impacted language learning based on the recent research conducted. Also, this paper untangled various findings coming from language experts to support the finding of the study. It is also worth noting that this paper would end with implications of the results generated from the responses of participants. They used a standardized research instrument adapted from Foreign Language Classroom Anxiety Scale (FLCAS) originally developed by Horwitz, Horwitz, and Cope (1986). The researcher used Statistical Packages for Social Sciences (SPSS) to treat the data. The findings were presented using the necessary tables and figures. It ended up with general implications and recommendations on how stakeholders could lessen the learners' high level of anxiety in a second language classroom.