INTERCULTURAL COMMUNICATION AND ENGLISH LANGUAGE ANXIETY

AMYRA HASAN
160110101007
PSYCHOLINGUISTICS

CHAPTER 1
INTRODUCTION
Language learners usually express anxiety, apprehension and nervousness when
learning a new language. Language anxiety can originate from learners‟ own sense of „self‟,
their self-related cognitions, language learning difficulties, differences in learners‟ and target
language cultures, differences in social status of the speakers and interlocutors, and from the
fear of losing self-identity . Consideration of language learners‟ anxiety reactions by a language
teacher is deemed highly important in order to assist them to achieve the intended
performance goals in the target language(Tanveer,2007 ).
Language anxiety may also be a result as well as a cause of insufficient command of the
target language (Sparks and Ganschow; cited in Horwitz, 2001: 118). It may be experienced due
to linguistic difficulties L2/FL learners face in learning and using the target language. Within
social contexts, language anxiety may be experienced due to extrinsic motivators (Schwartz,
1972; cited in Scovel, 1991: 16), such as different social and cultural environments, particularly
the environments where L1 and L2/FL learning takes place. Using a qualitative semi-structured
interview and focus-group discussion technique ,this study tried to investigate the factors
behind language anxiety among the english language learners both within the classroom and in
the social context, and has suggested a variety of strategies to cope with it.
The findings suggested that language anxiety can originate from learners‟ own sense of
„self‟, their selfrelated cognitions, language learning difficulties, differences in learners‟ and
target language cultures, differences in social status of the speakers and interlocutors, and from
the fear of losing self-identity. Furthermore, considering the crucial role of teachers in second
or foreign language pedagogy, a need was felt to investigate the beliefs and perceptions of
language teachers about learning and teaching a second or a foreign language
 Many students today are required to complete english language courses in order to
meet their undergraduate educational requirements. Indeed, many colleges and universities
require undergraduate students to complete a minimum of an “intermediate” level english
language course. The reasons for this requirement vary from helping students empathize with
immigrants who speak a second language (L2) to providing future economic opportunities
because it can improve chances of future career success, particularly in today’s global
marketplace (Archibald, 2007). Although the intent for the L2 requirement may be for the
students’ benefit, many students grudgingly complete these classes to obtain a desired degree
and therefore, delay enrolling until the end of their college career (Philips, 1992). This may
create anxiety due to the student having to pass the english language class on the first try if
he/she is to graduate on time. Additionally, because students may delay completing their
english language requirement, many students may be required to take whatever english
language class is available and/or convenient to their schedule. Having few choices, may result
in feelings of unease about the class.

Understanding the factors that may interrupt the learning process 2 is critical for the
further development of courses for L2 students and/or intervention within courses. This study
could provide instructors with a better understanding of factors that are related to their
students’ learning processes, and may provide them with information to help them develop
course objectives that could minimize unseen stress that students experience in english
language classes. The following chapters describe anxiety, test anxiety, english language
anxiety, and students’ perceptions of non-native English speaking teachers
 CHAPTER TWO

LITERATURE REVIEW

Students may experience foreign language anxiety for several reasons such as their
inability to comprehend the target language, fears that they are unable to speak correctly the
foreign language in class, and embarrassment of being reprimanded by their foreign language
teacher (Phillips, 1991). Students who previously never experienced anxiety in relation to their
academic studies may feel apprehension toward their foreign language class. Other reasons
such as the students’ perception of the foreign language teachers’ effectiveness and their
teachers’ ability to communicate could also be determinants of foreign language anxiety. Since
many foreign language classes are taught by non-native English speaking teachers, cultural
differences may play a factor in the levels of foreign language anxiety that students experience.

The following literature review will discuss general anxiety, test anxiety, foreign
language anxiety,

1.1 Definition and Types of Anxiety

“Anxiety is a psychological construct, commonly described by psychologists as a state of
apprehension, a vague fear that is only indirectly associated with an object” (Hilgard,
Atkinson, & Atkinson, 1971 cited in Scovel, 1991: 18). Anxiety, as perceived intuitively by
many language learners, negatively influences language learning and has been found to be
one of the most highly examined variables in all of psychology and education (Horwitz,
2001: 113). Psychologists make a distinction between three categories of anxiety: trait
anxiety, state anxiety, and situation-specific anxiety. Trait anxiety is relatively stable
personality characteristic, „a more permanent predisposition to be anxious‟ (Scovel, 1978:
cited in Ellis, 1994: 479) while state anxiety is a transient anxiety, a response to a particular
anxiety-provoking stimulus such as an important test (Spielberger, 1983: cited in Horwitz,
2001: 113). The third category, Situation-specific anxiety, refers to the persistent and multi-
faceted nature of some anxieties (MacIntyre & Gardner, 1991a: cited in 2001: 113). It is
aroused by a specific type of situation or event such as public speaking, examinations, or
class participation (Ellis, 1994: 480).
1.1 Second or Foreign Language Anxiety
Anxiety when associated with leaning a second or foreign language is termed as
„second/foreign language anxiety‟. It is a complex and multidimensional phenomenon
(Young, 1991:cited in Onwuegbuzie et al., 1999: 217) and can be defined as “a subjective
feeling of tension, apprehension, nervousness, and worry associated with an arousal of the
automatic nervous system” (McIntyre & Gardner, 1994: cited in 1999: 217). It has been
found that the feelings of tension or nervousness centre on the two basic task requirements
of foreign language learning: listening and speaking (Horwitz et al., 1986: 29) because, in
interaction, both the skills cannot be separated.
1.2 What Causes Language Anxiety?
Since language anxiety is a psychological construct, it most likely stems from the
learner‟s own „self‟, i.e., as an intrinsic motivator (Schwartz, 1972; cited in Scovel 1991:
16), e.g., his or her self perceptions, perceptions about others (peers, teachers,
interlocutors, etc.) and target language communication situations, his/her beliefs about
L2/FL Masoud Hashemi / Procedia - Social and Behavioral Sciences 30 (2011) 1811 – 1816
Masoud Hashemi 1813 / Procedia – Social and Behavioral Sciences 00 (2011) 000–000 3
learning etc. Language anxiety may be a result as well as a cause of insufficient command of
the target language (Sparks and Ganschow; cited in Horwitz, 2001: 118). That is to say it
may be experienced due to linguistic difficulties L2/FL learners face in learning and using the
target language. Within social contexts, language anxiety may be experienced due to
extrinsic motivators (Schwartz, 1972; cited in Scovel, 1991: 16), such as different social and
cultural environments, particularly the environments where L1 and L2/FL learning takes
place. Also, the target language is a representation of another cultural community; there is
a predisposition among some people to experience such anxiety because of their own
concerns about ethnicity, foreignness, and the like (Gardner cited in Horwitz & Young, 1991:
viii). Social status of the speaker and the interlocutor, a sense of power relations between
them, and gender could also be important factors in causing language anxiety for L2/FL
speakers. A further detailed investigation of these factors could potentially assist language
teachers to alleviate anxiety in the classroom setting and to make the classroom
 environment less anxiety-provoking and hence to improve learners‟ performance in the
target language.
1.3 Writing Anxiety
Language anxiety causes students’ negative attitudes towards the foreign language
writing skill. Writing anxiety has an effect on students’ writing performance. Writing anxiety
is considered as a barrier for enhancing English language learning and performance. Cheng
(1997) found a negative correlation between FL writing anxiety and FL writing achievement.
Cheng (2002) believes that writers with higher level of anxiety tend to avoid taking writing
courses. Horwitz et al. (1986) indicated that students with higher writing anxiety write
shorter compositions, have difficulty concentrating and grasping the content of input, have
problems discriminating the sounds and structure, become forgetful, or even over-study.
1.4 Reading Anxiety
English language reading anxiety is the fear experienced by students when reading
English text. Reading anxiety has an effect on students’ academic performance. Reading
anxiety is basically rooted in some type of fear such as fear of failure and lack of self
confidence. Recent studies confirmed a negative correlation between language anxiety and
reading performance. Chen (2007) found second language speaking anxiety negatively
correlated with oral performance.
1.5 Speaking Anxiety
Speaking is one of the fundamental skills of language learning. In second or foreign
language education, speaking anxiety has a detrimental effect on learners’ performance.
Speaking anxiety is rooted in lack of self-confidence. According to Horwitz, Horwitz, and
Cope (1986), speaking is arguably the skill most affected by language anxiety. Furthermore,
EFL or ESL teachers play an important role in the amount of anxiety students experienced in
language classes. Williams and Andrade (2008) found that asking questions by EFL or ESL
teachers’ in classrooms make students anxious. According to Elkhafaifi (2005), anxious
students tend to avoid voluntary answers and participation in oral activities and avoiding
speaking in classroom. In a study conducted by Price (1991), the researcher interviewed
highly anxious learners of French and found that learners sources of elt.ccsenet.org English
 Language Teaching Vol. 10, No. 7; 2017 3 anxiety were as following; (1) fear of speaking the
target language in front of their peers, (2) fear of making mistakes, (3) being laughed at by
others, and (4) learners perceptions that their French language skills are weaker than those
of other students.
1.6 Listening Anxiety
Listening skill is a fundamental for language acquisition. The concept of foreign language
listening anxiety is associated with general foreign language anxiety. Foreign language
listening anxiety is one of the important learner variables affecting success and failure in
foreign language learning. Previous researches indicated that listening skill is a crucial factor
in language acquisition. Vogely (1998) conducted a study to investigate the relationship
between learners’ listening performance and anxiety among 140 American university
students studying Spanish. The findings revealed that the majority of the participants had
experienced anxiety while listening to Spanish. Open-ended questions were asked after a
listening comprehension examination. The results indicated that, the source sources of
anxiety were as following, (1) the speed of delivery; (2) poor enunciation; (3) unfamiliar
intonation; (4) different accents, and; (5) the length of the listening passages. In sum
language, anxiety has been recognized as one of the fundamental affective variables
influencing success or failure in language learning.
 CHAPTER THREE
METHOD

A quantitative research method was adopted in this study to investigate the level of
language anxiety among Englsih Development Student in Jember.
1. Research Design
It is well known that, the level of language anxiety is measured by a number of
researchers using several instruments. In the current study, a survey research
methodology was used to collect data about the level of language anxiety.
2. Sample
To accomplish the objectives of this study, the researcher selected a total of 100
students learning English for BA degree at the Jember University. All participants
were indonesian students whose mother tongue is indonesian or Javanese. They
were all majoring in the field of English language. Sample selected by the method of
random sampling. They took the research instruments as their class activities and
consented to the collection of data from their responses to the questionnaires.
3. Data Collection Instrument Analysis
The questionnaire was the main instrument used for this study. The
questionnaire was adapted from Horwitz (1983) likert scale and the Foreign
Language Classroom Anxiety Scale (FLCAS). The questionnaire consists of 33 items in
a 5-point Likert scale that range from “strongly agree” to “strongly disagree”. Taking
into account that this study was conducted based on learning English as a second
language, the term ‘foreign language’ used in the original FLCAS used by Horwitz
Horwitz and Cope (1986) was replaced with ‘English Language’. Therefore, the FLCAS
was changed to English Language Classroom Anxiety Scale (ELCAS) in this study.
Apart from that, the researcher considered including both a translation of the
English language into Malay and the English version of items in order to maintain the
validity. The instrument consisted of Part A and B. Part A was designed to obtain
respondents’ demographic information including gender, age, and years of learning
 English. As for section B, 33 items were replicated from Horwitz, Horwitz and Cope’s
(1986) FLCAS questionnaire. The thirty three items can be divided into three
categories: 1) communication apprehension 2) fear of negative evaluation 3) general
feeling of anxiety
4. Procedures
The investigation of this study was an attempt to answer the questions dealing
with level of language anxiety among English language learners.. The participants
were asked to answer all the items in the questionnaire. Once data has been
collected, the participants’ responses were analyzed using Statistical Package for the
Social Sciences Programs (SPSS) version 22.0. Various statistical analyses including
both descriptive and inferential were used to analyze the data.
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