english as second language courses

english as second language courses

There are three types of anxiety in language learning. Anxiety is an affective factor and the most affective such as fatigue, boredom and emotional distress, the Anxiety can have a negative effect on learning a second language.

A type of anxiety is anxiety related as Rod Ellis refers to "the provision to be anxious "(1994). This is a general feature of the overall personality of a person. The second type of anxiety called" anxiety state, which is based in the reaction of students in a learning situation as taking a specific exam or recite a Oral presentation. This concern is based on a situation specific learning. The third type is the situation – specific anxiety is based on the general anxiety orientation at rest in some learning contexts in which a student does not perceive themselves as capable of acquiring or linguistically speaking skills and / or contexts of reading. Anxiety can be a debilitating effect (increase of anxiety in learning) or clearing (worry about facilitating learning). Ellis refers to anxiety as a result, due to the following:

1. Students competitive nature

2. The teacher's questions "threaten

3. The absence of a relaxed second language

Some students tend to disconnect when faced with a potentially fatal for learning. Instead, turn the strategy can be used not for good students who are the language course material boring, quite difficult, so using the strategy for change, eager students

1. Trying to find a hole in the methodology of teaching and learning and therefore want to close this gap, but are too anxious and can not close the gap.

2. Otherwise it can make learning more enjoyable and more opportunistic or off completely because of the perceived threat.

In addition, students to pursue the abandonment of the strategy for analyzing a specific language learning task, the role of item. Typically, these students are based on the learning process and often let their emotions interfere with the learning process. The degree of anxiety can also be intensified by several factors, which are often neglected:

1. Age – varies between adults and children and learning context hand.

2. Motivation – How is the motivated student to study a second language

3. Self-image. Are trainees have enough confidence?

Because students are generally bound by the emotional element of anxiety (s) who are generally aware of itself sufficient to regulate their learning and can not return to a specific learning context. They are also unable to remember the content of the lesson.

Rod Ellis. (1994) Second Language Acquisition. Oxford University Press.

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