Theoretical – Conceptual Background

This study is supported by the Theory of Horwitz, Horwitz, and Cope's Theory

of Foreign Language Anxiety. The minor theories that support the main theory are the

theory of Vygotsky's Social Interactionist and the Mathematical Communication

Theory. These two theories elaborate the concepts of the variable of the problem used in

this study which are language anxiety and social interaction.

Horwitz, Horwitz, and Cope's Theory of Foreign Language Anxiety was the first

to emphasize the unique characteristics of this condition and has been incorporated

into several. studies in the area. Anxiety occurs within the category of specialized anxiety

reactions when it is restricted to the context of language learning (Horwitz, et. al, 1986).

Based on Trang (2012), Horwitz, Horwitz, and Cope proposed that foreign language

anxiety should be viewed as a situation-specific anxiety arising from the uniqueness of the

formal learning of a foreign language, not just a case of general classroom anxiety being

transferred to foreign languages, based on their clinical experience with foreign language

students in university classes during their teaching process and feedback from 30 students

attending a support group for language learning. As mentioned by Marnani & Cuocci

(2022), three situation-specific phobias that are only related to FLA anxiety were found by

Horwitz et al: (a) communication apprehension (CA), (b) fear of negative evaluation

(FNE), and (c) test anxiety. They have adamantly argued that FLA just has connections to

CA, FNE, and TA and is not made up of these structures. Because of this, FLA is a distinct

form of anxiety from the anxiety felt in typical academic settings. Test anxiety clearly

depicts state anxiety, in which students perceive dread from a specific test, yet this emotion

can vary over time. Anxiety has an impact on emotions, cognition, and behavior (Oteir &
Ai-Otabie, 2019).

Mathematical Communication theory is on the evolution of communication theory

was the release of a paper by Claude Shannon in 1916, according to Markowsky (2023),

"A Mathematical Theory of Communication," which Shannon published in 1948, was built

upon the work of earlier Bell Labs researchers like Harry Nyquist and R.V.L. Hartley. In

1948, Claude Shannon and Warren Weaver created this concept. The two created this

mathematical theory of communication to explain how information is transmitted between

a sender and a receiver. Shannon and Weaver's Mathematical Communication Theory

offers a methodical framework for comprehending communication as an information-

exchange process that takes into consideration a variety of variables that may have an

impact on the effective delivery and processing of messages (Dickinson, 2022). Language

anxiety and mathematical communication theory are related to how people interact and

perceive each other's use of language and mathematical concepts. The amount of a person's

confidence and desire to participate in communication or ask inquiries may also be caused

by language anxiety. This can hinder their capacity to learn and extend their feelings of

unease.

Vygotsky's Social Interactionist Theory, Vygotsky is the most well-known exponent

of Social-Cognitive Constructivist Theory. His research focuses on the individual's

engagement with society, the impact of social interaction, language, and learning culture.

According to Mcleod (2023), Vygotsky's theories emphasize the basic function of social

interaction in the formation of cognition (Vygotsky, 1978), since he strongly believed that

community plays a major part in the process of "making meaning." As a result of this
contact, people use external speech to organize their ideas and control their behavior. With a

focus on the value of social contexts and collaborative learning opportunities in educational

settings, Vygotsky's Social Interactionist Theory offers insightful information about how

social interactions and cultural elements affect learning and development. The basis of

Vygotsky's Theory is the idea that it is impossible to comprehend an individual's

development, particularly that of a child, without taking into consideration their social

environment (Norsahirah et. al, 2022). Vygotsky's Social Interactionist theory is correlated to

social interaction since it emphasizes the relevance of social contact and collaboration in

people's cognitive development. Social interaction is connected to Vygotsky's theory of using

Language, which is related to social interaction. Topciu and Myftiu (2015), view that

environments should implement and encourage those structures and modalities that

promote interactions between the young learners and adults (teachers, educators, or their

more advanced peers).

Language anxiety can be identified utilizing theories or models of learning a second

or foreign language, which offer helpful insights into the phenomenon (Oteir & Ai-Otabie,

2019). According to Horwitz, Horwitz, and Cope's idea, nervousness about communicating

and learning a new language interact to generate foreign language anxiety. This idea draws

attention to the Mathematical Communication Theory, which was proposed by academics in

mathematics education, highlights the significance of communication in the perception and

learning of mathematical concepts. Excellent communication is necessary to comprehend and

convey mathematical concepts. In the context of language anxiety, one can draw comparisons

between these theories. On the other hand, the central idea of Vygotsky's Social
Interactionist theory is that language develops through social contact and is closely related

to cognitive development. This theory proposes that fear of being misunderstood when

speaking a foreign language in social contexts may contribute to anxiety associated to

learning a foreign language. For instance, Horwitz, Horwitz, and Cope's hypothesis, which

emphasizes the fear of negative evaluation, is congruent with Vygotsky's emphasis on

social interactions and the significance of peers and teachers in language acquisition. Both

theories contend that pupils who sense criticism or judgment from others may become

anxious.