Luận văn factors causing students' anxiety in english speaking classes in le quy don high school dong da hanoi

1981, in their definitions of both state øpdiety and trail anxiety, take into account the importance of "situation": "State amaety refers to transitory experiences of tension, apprehensi

VIETNAM NATIONAL UNIVERSITY, HA NOT UNIVERSITY

OF LANGUAGES AND INTERNATIONAL STUDIES

NGUYEN TL NHÀI

FACTORS CAUSING STUDENTS! ANXTETY IN ENGLISH SPEAKING

CLASSES IN LE QUY DON HIGH SCHOQL, DONG DA, HANOI

(Các nhân tô gây lo lằng cho học sinh trong việc nói tiếng Anh trên lớp tại

trường THPT Lê Quý Đôn, Đẳng Đa, Hà Nội )

M.A MINOR THESIS

Wield: English Tcaching Methodology

Code: 60.14.10

1IANOI — 2012

4 Scope of the sludy

5 Methods of the study

6 Organization of the study

CHAPTER I: LITERATURE REVIEW à eo

6

2.1.2 ŠtatE BXEVY eo 2.1.3, Situation-specific Anxiety "—

2

2.2, Facilitating Anxicly and Debilitaling Anxicly,

IL Theorctical background of foreign lmguage classroom atisiCÉÿ

1 Deñnition of foreign language classroem arEdef neo

2 Barly studies of foreign language anxiety

3, Components of forcign language anxict

3.1 Communication apprehension

3.3 Fear of negative evaluation

4 Manifestations of foreign language leaming anxiety - 12

5, Sourogs of forcign language anxicly 3

6 Gender in foreign language anxiety - 1ã

7 BiTeels of forcign language learning ar 16

7.1 Foreign language anxiety and its associations wath three stages of

7.2 Foreign language learning ansiely and ils associations wilh language achieVEMEN esses seseeneeneomeneneievesinens ne "`

a) Debilitating anxiety "— 18

2 Students ansiety through students' journal writing 26

2.1 Fear of nking mistakes and negativs evaluation „26

3.3 Fear of being focus of attention 27

2.4, Comparison with oneself’ and with other students we 2T

2.5 Relationship between teacher and studemts 28

2.6 Result of lew achicvcment 28

2.4 Trait anxiety, state anxiety and situation - specific anxiety

Usually aniiety is classified into trait anxiety, state anxiety and situation-specific

are considered in interactions with situations"

The four trait anxiety scale options are: (1) "Almost never” which responses indicates lowest degree of trait anxiety, (2) "Sometimes", (3) "Often"; and (4) "Almost

always" which signifies the highest degree of trail anxicly

2.4.2 State anxiety

State anxiety, on the one hand, is fleeting and not an enduring characteristic of an

individual's personality 11 is a "transilory slate or condition of the orgarusim thal varices in

intensity and fluctuates over time" (Speilberger, 1966, p.12)

The four stale aradoly sealo options arc (1) “Nol al all” which points to the towes! level of state anxiety; (2) "Somewhat", (3) "Moderately so”; and (4) "Very nmch so" which reflects the highest degree of state anxiety

Morris et al (1981), in their definitions of both state øpdiety and trail anxiety, take into account the importance of "situation": "State amaety refers to transitory experiences of

tension, apprehension, and activation of the autonomic nervous system in certain

situations, whercas trail, anxicly refers lo 4 personality variable of anxicly pronensss, [he

tandency to experience state anxiety in a variety of situations" (p.543)

2.4.3 Situation-specifie Anxiety

PART B: DEVELOPMENT

CHAPTER T: LITERATURE REVIEW

In this review of literature, I shall state theoretical background of anxiety in general, as well as foreign language anxiety and language anxiety in speaking skill

T Theoretical background of anxiety

EL Definitions of anxiety

There has heen a vaticly of sludics carried onl on anxicly Simply speaking, anxicly

is a kind of troubled feeling in the mind It is “a subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the automatic nervous

system" (Horwilz, 1986) or “the womy and negative emotional reaclion aroused when learning a second language” (MacIntyre, 1999) Second language anxiety is defined here

as distinct complenity of self: perception, beliefs, feelings, and behaviors related to using a

forcign/ sceond language for communication beyond class language

Hansen (1977) called anxiety as "an experience of general uneasiness, a sense of foreboding, a feeling of tension” ¢p.91) Anxiety might exert a deleterious influence on language achievement, and equally intuilively, thal poor language achievernent might arouse even more anxiety

According lo Hilgard, “anxicly is a psychological consiruel, commonly described

by psychologists as a state of apprehension, a vague fear that is only indirectly associated with an object” (Ililgard, Atkinson, & Atkinson, 1971)

In short, anxiely is 2 feeting of Lension, apprehension and nervousness associaled

Chapter Ll: Methodology

This chapter addresses the research’s context, the participants and the instruments which were used to collect data including students’ journal writing, teacher's observation and interviews

Chapter HH: Findings and Discussion

‘The findings from the data collected from teacher's observation, students’ journal

writing and interviews arc presenled and disonssed in this chapler

In this chapter, I also provide some possible suggested improvements to reduce students’ anxiety in English speaking in classroom,

Part C: Conclusion and implications

‘This part offers an overview of the major findings, the implications and suggestions

for further research in this taller

PART B: DEVELOPMENT

CHAPTER T: LITERATURE REVIEW

In this review of literature, I shall state theoretical background of anxiety in general, as well as foreign language anxiety and language anxiety in speaking skill

T Theoretical background of anxiety

EL Definitions of anxiety

There has heen a vaticly of sludics carried onl on anxicly Simply speaking, anxicly

is a kind of troubled feeling in the mind It is “a subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the automatic nervous

system" (Horwilz, 1986) or “the womy and negative emotional reaclion aroused when learning a second language” (MacIntyre, 1999) Second language anxiety is defined here

as distinct complenity of self: perception, beliefs, feelings, and behaviors related to using a

forcign/ sceond language for communication beyond class language

Hansen (1977) called anxiety as "an experience of general uneasiness, a sense of foreboding, a feeling of tension” ¢p.91) Anxiety might exert a deleterious influence on language achievement, and equally intuilively, thal poor language achievernent might arouse even more anxiety

According lo Hilgard, “anxicly is a psychological consiruel, commonly described

by psychologists as a state of apprehension, a vague fear that is only indirectly associated with an object” (Ililgard, Atkinson, & Atkinson, 1971)

In short, anxiely is 2 feeting of Lension, apprehension and nervousness associaled

5 Methods of the study

Inmy opinion, qualitative research methods are the most suitable for this case study because they seek to understand the given research problem from the perspectives of the cases Moreover, qualitative methods are especially effective in obtaining culturally

specific information about the values, opinions, bchaviors and social conlexis of particular subjects, Some qualitative methods I applied in thus study are teacher's observation, students! joumal writings In comparison with quantitative methods, qualitative methods

casc in quantitative methods

6 Organization of the study

The study ix organized into three main parts:

The part consists of four chapters, as follows:

Chapter f Literature Review

This chaplor provides the thcorctieal background of anxiety with some definitions and types of anxiety, It also gives the theoretical background of foreign language anxiety,

in which stated the findings of previous researches relating to the study, gender in foreign language anxiety, the measurement of foreign language anxicty, the possible factors and sources of anxiety and anxiety in speaking skill

Chapter Ll: Methodology

This chapter addresses the research’s context, the participants and the instruments which were used to collect data including students’ journal writing, teacher's observation and interviews

Chapter HH: Findings and Discussion

‘The findings from the data collected from teacher's observation, students’ journal

writing and interviews arc presenled and disonssed in this chapler

In this chapter, I also provide some possible suggested improvements to reduce students’ anxiety in English speaking in classroom,

Part C: Conclusion and implications

‘This part offers an overview of the major findings, the implications and suggestions

for further research in this taller

PART B: DEVELOPMENT

CHAPTER T: LITERATURE REVIEW

In this review of literature, I shall state theoretical background of anxiety in general, as well as foreign language anxiety and language anxiety in speaking skill

T Theoretical background of anxiety

EL Definitions of anxiety

There has heen a vaticly of sludics carried onl on anxicly Simply speaking, anxicly

is a kind of troubled feeling in the mind It is “a subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the automatic nervous

system" (Horwilz, 1986) or “the womy and negative emotional reaclion aroused when learning a second language” (MacIntyre, 1999) Second language anxiety is defined here

as distinct complenity of self: perception, beliefs, feelings, and behaviors related to using a

forcign/ sceond language for communication beyond class language

Hansen (1977) called anxiety as "an experience of general uneasiness, a sense of foreboding, a feeling of tension” ¢p.91) Anxiety might exert a deleterious influence on language achievement, and equally intuilively, thal poor language achievernent might arouse even more anxiety

According lo Hilgard, “anxicly is a psychological consiruel, commonly described

by psychologists as a state of apprehension, a vague fear that is only indirectly associated with an object” (Ililgard, Atkinson, & Atkinson, 1971)

In short, anxiely is 2 feeting of Lension, apprehension and nervousness associaled

Chapter Ll: Methodology

This chapter addresses the research’s context, the participants and the instruments which were used to collect data including students’ journal writing, teacher's observation and interviews

Chapter HH: Findings and Discussion

‘The findings from the data collected from teacher's observation, students’ journal

writing and interviews arc presenled and disonssed in this chapler

In this chapter, I also provide some possible suggested improvements to reduce students’ anxiety in English speaking in classroom,

Part C: Conclusion and implications

‘This part offers an overview of the major findings, the implications and suggestions

for further research in this taller

PART B: DEVELOPMENT

CHAPTER T: LITERATURE REVIEW

In this review of literature, I shall state theoretical background of anxiety in general, as well as foreign language anxiety and language anxiety in speaking skill

T Theoretical background of anxiety

EL Definitions of anxiety

There has heen a vaticly of sludics carried onl on anxicly Simply speaking, anxicly

is a kind of troubled feeling in the mind It is “a subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the automatic nervous

system" (Horwilz, 1986) or “the womy and negative emotional reaclion aroused when learning a second language” (MacIntyre, 1999) Second language anxiety is defined here

as distinct complenity of self: perception, beliefs, feelings, and behaviors related to using a

forcign/ sceond language for communication beyond class language

Hansen (1977) called anxiety as "an experience of general uneasiness, a sense of foreboding, a feeling of tension” ¢p.91) Anxiety might exert a deleterious influence on language achievement, and equally intuilively, thal poor language achievernent might arouse even more anxiety

According lo Hilgard, “anxicly is a psychological consiruel, commonly described

by psychologists as a state of apprehension, a vague fear that is only indirectly associated with an object” (Ililgard, Atkinson, & Atkinson, 1971)

In short, anxiely is 2 feeting of Lension, apprehension and nervousness associaled

1 Recommendations for students _- _- 31

5 Methods of the study

Inmy opinion, qualitative research methods are the most suitable for this case study because they seek to understand the given research problem from the perspectives of the cases Moreover, qualitative methods are especially effective in obtaining culturally

specific information about the values, opinions, bchaviors and social conlexis of particular subjects, Some qualitative methods I applied in thus study are teacher's observation, students! joumal writings In comparison with quantitative methods, qualitative methods

casc in quantitative methods

6 Organization of the study

The study ix organized into three main parts:

The part consists of four chapters, as follows:

Chapter f Literature Review

This chaplor provides the thcorctieal background of anxiety with some definitions and types of anxiety, It also gives the theoretical background of foreign language anxiety,

in which stated the findings of previous researches relating to the study, gender in foreign language anxiety, the measurement of foreign language anxicty, the possible factors and sources of anxiety and anxiety in speaking skill

1 Recommendations for students _- _- 31

2.4 Trait anxiety, state anxiety and situation - specific anxiety

Usually aniiety is classified into trait anxiety, state anxiety and situation-specific

are considered in interactions with situations"

The four trait anxiety scale options are: (1) "Almost never” which responses indicates lowest degree of trait anxiety, (2) "Sometimes", (3) "Often"; and (4) "Almost

always" which signifies the highest degree of trail anxicly

2.4.2 State anxiety

State anxiety, on the one hand, is fleeting and not an enduring characteristic of an

individual's personality 11 is a "transilory slate or condition of the orgarusim thal varices in

intensity and fluctuates over time" (Speilberger, 1966, p.12)

The four stale aradoly sealo options arc (1) “Nol al all” which points to the towes! level of state anxiety; (2) "Somewhat", (3) "Moderately so”; and (4) "Very nmch so" which reflects the highest degree of state anxiety

Morris et al (1981), in their definitions of both state øpdiety and trail anxiety, take into account the importance of "situation": "State amaety refers to transitory experiences of

tension, apprehension, and activation of the autonomic nervous system in certain

situations, whercas trail, anxicly refers lo 4 personality variable of anxicly pronensss, [he

tandency to experience state anxiety in a variety of situations" (p.543)

2.4.3 Situation-specifie Anxiety

5 Methods of the study

Inmy opinion, qualitative research methods are the most suitable for this case study because they seek to understand the given research problem from the perspectives of the cases Moreover, qualitative methods are especially effective in obtaining culturally

specific information about the values, opinions, bchaviors and social conlexis of particular subjects, Some qualitative methods I applied in thus study are teacher's observation, students! joumal writings In comparison with quantitative methods, qualitative methods

casc in quantitative methods

6 Organization of the study

The study ix organized into three main parts:

The part consists of four chapters, as follows:

Chapter f Literature Review

This chaplor provides the thcorctieal background of anxiety with some definitions and types of anxiety, It also gives the theoretical background of foreign language anxiety,

in which stated the findings of previous researches relating to the study, gender in foreign language anxiety, the measurement of foreign language anxicty, the possible factors and sources of anxiety and anxiety in speaking skill

2.4 Trait anxiety, state anxiety and situation - specific anxiety

Usually aniiety is classified into trait anxiety, state anxiety and situation-specific

are considered in interactions with situations"

The four trait anxiety scale options are: (1) "Almost never” which responses indicates lowest degree of trait anxiety, (2) "Sometimes", (3) "Often"; and (4) "Almost

always" which signifies the highest degree of trail anxicly

2.4.2 State anxiety

State anxiety, on the one hand, is fleeting and not an enduring characteristic of an

individual's personality 11 is a "transilory slate or condition of the orgarusim thal varices in

intensity and fluctuates over time" (Speilberger, 1966, p.12)

The four stale aradoly sealo options arc (1) “Nol al all” which points to the towes! level of state anxiety; (2) "Somewhat", (3) "Moderately so”; and (4) "Very nmch so" which reflects the highest degree of state anxiety

Morris et al (1981), in their definitions of both state øpdiety and trail anxiety, take into account the importance of "situation": "State amaety refers to transitory experiences of

tension, apprehension, and activation of the autonomic nervous system in certain

situations, whercas trail, anxicly refers lo 4 personality variable of anxicly pronensss, [he

tandency to experience state anxiety in a variety of situations" (p.543)

2.4.3 Situation-specifie Anxiety

PART A: INTRODUCTION

1 Rationale

Getting students to respond in elasses is a problem that most ESL teachers face The problem of that is particularly acute with non major English students, who are gonctally considered to be more rescrved and reticent than the majored ones Language teachers, including myself, have observed on numerous occasions when teaching in

clas

„ he apprehension and discomfort experienced by muy students who are attempting to acquire and produce a foreign language The nervousness and anxiety frequently seems to become particularly aggravated when students are required to speak in fronl of loacher and othar sludenls MacInlyre and Gardner (1991), for oxample, assorted

answer: shorl as p iblc Some students even se to give any answers: when assigned Some of them admit that they cannot find words to say and they always feel nervous and anxious when speaking English with teachers

From this reality in my school and some findings in research, 1 have found that reducing anxiety in speaking Linglish is of great importance to improve the communicative competence of high school learners, Therefore, 1 decided to conduct a case study on the topic: "Factors causing students’ anxiety in English speaking classes in Le Quy Don High School, Dong Da, Hanoi.”

2, Aims and objectives of the study

PART A: INTRODUCTION

1 Rationale

Getting students to respond in elasses is a problem that most ESL teachers face The problem of that is particularly acute with non major English students, who are gonctally considered to be more rescrved and reticent than the majored ones Language teachers, including myself, have observed on numerous occasions when teaching in

clas

„ he apprehension and discomfort experienced by muy students who are attempting to acquire and produce a foreign language The nervousness and anxiety frequently seems to become particularly aggravated when students are required to speak in fronl of loacher and othar sludenls MacInlyre and Gardner (1991), for oxample, assorted

answer: shorl as p iblc Some students even se to give any answers: when assigned Some of them admit that they cannot find words to say and they always feel nervous and anxious when speaking English with teachers

From this reality in my school and some findings in research, 1 have found that reducing anxiety in speaking Linglish is of great importance to improve the communicative competence of high school learners, Therefore, 1 decided to conduct a case study on the topic: "Factors causing students’ anxiety in English speaking classes in Le Quy Don High School, Dong Da, Hanoi.”

2, Aims and objectives of the study

2.4 Trait anxiety, state anxiety and situation - specific anxiety

Usually aniiety is classified into trait anxiety, state anxiety and situation-specific

are considered in interactions with situations"

The four trait anxiety scale options are: (1) "Almost never” which responses indicates lowest degree of trait anxiety, (2) "Sometimes", (3) "Often"; and (4) "Almost

always" which signifies the highest degree of trail anxicly

2.4.2 State anxiety

State anxiety, on the one hand, is fleeting and not an enduring characteristic of an

individual's personality 11 is a "transilory slate or condition of the orgarusim thal varices in

intensity and fluctuates over time" (Speilberger, 1966, p.12)

The four stale aradoly sealo options arc (1) “Nol al all” which points to the towes! level of state anxiety; (2) "Somewhat", (3) "Moderately so”; and (4) "Very nmch so" which reflects the highest degree of state anxiety

Morris et al (1981), in their definitions of both state øpdiety and trail anxiety, take into account the importance of "situation": "State amaety refers to transitory experiences of

tension, apprehension, and activation of the autonomic nervous system in certain

situations, whercas trail, anxicly refers lo 4 personality variable of anxicly pronensss, [he

tandency to experience state anxiety in a variety of situations" (p.543)

2.4.3 Situation-specifie Anxiety

Chapter Ll: Methodology

This chapter addresses the research’s context, the participants and the instruments which were used to collect data including students’ journal writing, teacher's observation and interviews

Chapter HH: Findings and Discussion

‘The findings from the data collected from teacher's observation, students’ journal

writing and interviews arc presenled and disonssed in this chapler

In this chapter, I also provide some possible suggested improvements to reduce students’ anxiety in English speaking in classroom,

Part C: Conclusion and implications

‘This part offers an overview of the major findings, the implications and suggestions

for further research in this taller

Chapter Ll: Methodology

This chapter addresses the research’s context, the participants and the instruments which were used to collect data including students’ journal writing, teacher's observation and interviews

Chapter HH: Findings and Discussion

‘The findings from the data collected from teacher's observation, students’ journal

writing and interviews arc presenled and disonssed in this chapler

In this chapter, I also provide some possible suggested improvements to reduce students’ anxiety in English speaking in classroom,

Part C: Conclusion and implications

‘This part offers an overview of the major findings, the implications and suggestions

for further research in this taller

PART B: DEVELOPMENT

CHAPTER T: LITERATURE REVIEW

In this review of literature, I shall state theoretical background of anxiety in general, as well as foreign language anxiety and language anxiety in speaking skill

T Theoretical background of anxiety

EL Definitions of anxiety

There has heen a vaticly of sludics carried onl on anxicly Simply speaking, anxicly

is a kind of troubled feeling in the mind It is “a subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the automatic nervous

system" (Horwilz, 1986) or “the womy and negative emotional reaclion aroused when learning a second language” (MacIntyre, 1999) Second language anxiety is defined here

as distinct complenity of self: perception, beliefs, feelings, and behaviors related to using a

forcign/ sceond language for communication beyond class language

Hansen (1977) called anxiety as "an experience of general uneasiness, a sense of foreboding, a feeling of tension” ¢p.91) Anxiety might exert a deleterious influence on language achievement, and equally intuilively, thal poor language achievernent might arouse even more anxiety

According lo Hilgard, “anxicly is a psychological consiruel, commonly described

by psychologists as a state of apprehension, a vague fear that is only indirectly associated with an object” (Ililgard, Atkinson, & Atkinson, 1971)

In short, anxiely is 2 feeting of Lension, apprehension and nervousness associaled

‘The first aim of this study was to provide a review of major literature about foreign language Ikarning amxicly as alfective variable uniquely related to forcign language classroom situations, especially in speaking English Based on the literature review, this research aimed to take the initiative to investigate the cases’ manifestations through psychological symptoms, physical symplotns and behavioral symploms Morsover, il also analyzed anxiety factors among, students and based on those fictors, some strategies were suggested to reduce students’ anxiety in speaking English

2) How do unxious participants describe their feelings while speaking English in

Sront of teacher and ather students in class?

3) Which strategies can he used to successfully cope with language anxiety?

4, Scope of the study

this

In order 1o explore high school sluderis' English speaking axicty in classes,

study investigated and analyzed 2 non major English students at Le Quy Don high school because the researcher had an assumption that the non major English students might experience a higher level of anxiety then the major ones In addition, the researcher was doing tcaching those two studcnts during the time this rescarch was being conducted, as a result, it was most convenient for researcher to collect data itom students as well as observe the students’ manifestations This study only investigated the students’ anxiety phenomenon in English speaking performance instead of focusing on all four skills or in learning any foreign language in general

“

5 Methods of the study

Inmy opinion, qualitative research methods are the most suitable for this case study because they seek to understand the given research problem from the perspectives of the cases Moreover, qualitative methods are especially effective in obtaining culturally

specific information about the values, opinions, bchaviors and social conlexis of particular subjects, Some qualitative methods I applied in thus study are teacher's observation, students! joumal writings In comparison with quantitative methods, qualitative methods

casc in quantitative methods

6 Organization of the study

The study ix organized into three main parts:

The part consists of four chapters, as follows:

Chapter f Literature Review

This chaplor provides the thcorctieal background of anxiety with some definitions and types of anxiety, It also gives the theoretical background of foreign language anxiety,

in which stated the findings of previous researches relating to the study, gender in foreign language anxiety, the measurement of foreign language anxicty, the possible factors and sources of anxiety and anxiety in speaking skill

1 Recommendations for students _- _- 31

‘The first aim of this study was to provide a review of major literature about foreign language Ikarning amxicly as alfective variable uniquely related to forcign language classroom situations, especially in speaking English Based on the literature review, this research aimed to take the initiative to investigate the cases’ manifestations through psychological symptoms, physical symplotns and behavioral symploms Morsover, il also analyzed anxiety factors among, students and based on those fictors, some strategies were suggested to reduce students’ anxiety in speaking English

2) How do unxious participants describe their feelings while speaking English in

Sront of teacher and ather students in class?

3) Which strategies can he used to successfully cope with language anxiety?

4, Scope of the study

this

In order 1o explore high school sluderis' English speaking axicty in classes,

study investigated and analyzed 2 non major English students at Le Quy Don high school because the researcher had an assumption that the non major English students might experience a higher level of anxiety then the major ones In addition, the researcher was doing tcaching those two studcnts during the time this rescarch was being conducted, as a result, it was most convenient for researcher to collect data itom students as well as observe the students’ manifestations This study only investigated the students’ anxiety phenomenon in English speaking performance instead of focusing on all four skills or in learning any foreign language in general

“

‘The first aim of this study was to provide a review of major literature about foreign language Ikarning amxicly as alfective variable uniquely related to forcign language classroom situations, especially in speaking English Based on the literature review, this research aimed to take the initiative to investigate the cases’ manifestations through psychological symptoms, physical symplotns and behavioral symploms Morsover, il also analyzed anxiety factors among, students and based on those fictors, some strategies were suggested to reduce students’ anxiety in speaking English

2) How do unxious participants describe their feelings while speaking English in

Sront of teacher and ather students in class?

3) Which strategies can he used to successfully cope with language anxiety?

4, Scope of the study

this

In order 1o explore high school sluderis' English speaking axicty in classes,

study investigated and analyzed 2 non major English students at Le Quy Don high school because the researcher had an assumption that the non major English students might experience a higher level of anxiety then the major ones In addition, the researcher was doing tcaching those two studcnts during the time this rescarch was being conducted, as a result, it was most convenient for researcher to collect data itom students as well as observe the students’ manifestations This study only investigated the students’ anxiety phenomenon in English speaking performance instead of focusing on all four skills or in learning any foreign language in general

“

PART A: INTRODUCTION

1 Rationale

Getting students to respond in elasses is a problem that most ESL teachers face The problem of that is particularly acute with non major English students, who are gonctally considered to be more rescrved and reticent than the majored ones Language teachers, including myself, have observed on numerous occasions when teaching in

clas

„ he apprehension and discomfort experienced by muy students who are attempting to acquire and produce a foreign language The nervousness and anxiety frequently seems to become particularly aggravated when students are required to speak in fronl of loacher and othar sludenls MacInlyre and Gardner (1991), for oxample, assorted

answer: shorl as p iblc Some students even se to give any answers: when assigned Some of them admit that they cannot find words to say and they always feel nervous and anxious when speaking English with teachers

From this reality in my school and some findings in research, 1 have found that reducing anxiety in speaking Linglish is of great importance to improve the communicative competence of high school learners, Therefore, 1 decided to conduct a case study on the topic: "Factors causing students’ anxiety in English speaking classes in Le Quy Don High School, Dong Da, Hanoi.”

2, Aims and objectives of the study

2.4 Trait anxiety, state anxiety and situation - specific anxiety

Usually aniiety is classified into trait anxiety, state anxiety and situation-specific

are considered in interactions with situations"

The four trait anxiety scale options are: (1) "Almost never” which responses indicates lowest degree of trait anxiety, (2) "Sometimes", (3) "Often"; and (4) "Almost

always" which signifies the highest degree of trail anxicly

2.4.2 State anxiety

State anxiety, on the one hand, is fleeting and not an enduring characteristic of an

individual's personality 11 is a "transilory slate or condition of the orgarusim thal varices in

intensity and fluctuates over time" (Speilberger, 1966, p.12)

The four stale aradoly sealo options arc (1) “Nol al all” which points to the towes! level of state anxiety; (2) "Somewhat", (3) "Moderately so”; and (4) "Very nmch so" which reflects the highest degree of state anxiety

Morris et al (1981), in their definitions of both state øpdiety and trail anxiety, take into account the importance of "situation": "State amaety refers to transitory experiences of

tension, apprehension, and activation of the autonomic nervous system in certain

situations, whercas trail, anxicly refers lo 4 personality variable of anxicly pronensss, [he

tandency to experience state anxiety in a variety of situations" (p.543)

2.4.3 Situation-specifie Anxiety

PART B: DEVELOPMENT

CHAPTER T: LITERATURE REVIEW

In this review of literature, I shall state theoretical background of anxiety in general, as well as foreign language anxiety and language anxiety in speaking skill

T Theoretical background of anxiety

EL Definitions of anxiety

There has heen a vaticly of sludics carried onl on anxicly Simply speaking, anxicly

is a kind of troubled feeling in the mind It is “a subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the automatic nervous

system" (Horwilz, 1986) or “the womy and negative emotional reaclion aroused when learning a second language” (MacIntyre, 1999) Second language anxiety is defined here

as distinct complenity of self: perception, beliefs, feelings, and behaviors related to using a

forcign/ sceond language for communication beyond class language

Hansen (1977) called anxiety as "an experience of general uneasiness, a sense of foreboding, a feeling of tension” ¢p.91) Anxiety might exert a deleterious influence on language achievement, and equally intuilively, thal poor language achievernent might arouse even more anxiety

According lo Hilgard, “anxicly is a psychological consiruel, commonly described

by psychologists as a state of apprehension, a vague fear that is only indirectly associated with an object” (Ililgard, Atkinson, & Atkinson, 1971)

In short, anxiely is 2 feeting of Lension, apprehension and nervousness associaled

PART B: DEVELOPMENT

CHAPTER T: LITERATURE REVIEW

In this review of literature, I shall state theoretical background of anxiety in general, as well as foreign language anxiety and language anxiety in speaking skill

T Theoretical background of anxiety

EL Definitions of anxiety

There has heen a vaticly of sludics carried onl on anxicly Simply speaking, anxicly

is a kind of troubled feeling in the mind It is “a subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the automatic nervous

system" (Horwilz, 1986) or “the womy and negative emotional reaclion aroused when learning a second language” (MacIntyre, 1999) Second language anxiety is defined here

as distinct complenity of self: perception, beliefs, feelings, and behaviors related to using a

forcign/ sceond language for communication beyond class language

Hansen (1977) called anxiety as "an experience of general uneasiness, a sense of foreboding, a feeling of tension” ¢p.91) Anxiety might exert a deleterious influence on language achievement, and equally intuilively, thal poor language achievernent might arouse even more anxiety

According lo Hilgard, “anxicly is a psychological consiruel, commonly described

by psychologists as a state of apprehension, a vague fear that is only indirectly associated with an object” (Ililgard, Atkinson, & Atkinson, 1971)

In short, anxiely is 2 feeting of Lension, apprehension and nervousness associaled

PART B: DEVELOPMENT

CHAPTER T: LITERATURE REVIEW

In this review of literature, I shall state theoretical background of anxiety in general, as well as foreign language anxiety and language anxiety in speaking skill

T Theoretical background of anxiety

EL Definitions of anxiety

There has heen a vaticly of sludics carried onl on anxicly Simply speaking, anxicly

is a kind of troubled feeling in the mind It is “a subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the automatic nervous

system" (Horwilz, 1986) or “the womy and negative emotional reaclion aroused when learning a second language” (MacIntyre, 1999) Second language anxiety is defined here

as distinct complenity of self: perception, beliefs, feelings, and behaviors related to using a

forcign/ sceond language for communication beyond class language

Hansen (1977) called anxiety as "an experience of general uneasiness, a sense of foreboding, a feeling of tension” ¢p.91) Anxiety might exert a deleterious influence on language achievement, and equally intuilively, thal poor language achievernent might arouse even more anxiety

According lo Hilgard, “anxicly is a psychological consiruel, commonly described

by psychologists as a state of apprehension, a vague fear that is only indirectly associated with an object” (Ililgard, Atkinson, & Atkinson, 1971)

In short, anxiely is 2 feeting of Lension, apprehension and nervousness associaled

‘The first aim of this study was to provide a review of major literature about foreign language Ikarning amxicly as alfective variable uniquely related to forcign language classroom situations, especially in speaking English Based on the literature review, this research aimed to take the initiative to investigate the cases’ manifestations through psychological symptoms, physical symplotns and behavioral symploms Morsover, il also analyzed anxiety factors among, students and based on those fictors, some strategies were suggested to reduce students’ anxiety in speaking English

2) How do unxious participants describe their feelings while speaking English in

Sront of teacher and ather students in class?

3) Which strategies can he used to successfully cope with language anxiety?

4, Scope of the study

this

In order 1o explore high school sluderis' English speaking axicty in classes,

study investigated and analyzed 2 non major English students at Le Quy Don high school because the researcher had an assumption that the non major English students might experience a higher level of anxiety then the major ones In addition, the researcher was doing tcaching those two studcnts during the time this rescarch was being conducted, as a result, it was most convenient for researcher to collect data itom students as well as observe the students’ manifestations This study only investigated the students’ anxiety phenomenon in English speaking performance instead of focusing on all four skills or in learning any foreign language in general

“

2.4 Trait anxiety, state anxiety and situation - specific anxiety

Usually aniiety is classified into trait anxiety, state anxiety and situation-specific

are considered in interactions with situations"

The four trait anxiety scale options are: (1) "Almost never” which responses indicates lowest degree of trait anxiety, (2) "Sometimes", (3) "Often"; and (4) "Almost

always" which signifies the highest degree of trail anxicly

2.4.2 State anxiety

State anxiety, on the one hand, is fleeting and not an enduring characteristic of an

individual's personality 11 is a "transilory slate or condition of the orgarusim thal varices in

intensity and fluctuates over time" (Speilberger, 1966, p.12)

The four stale aradoly sealo options arc (1) “Nol al all” which points to the towes! level of state anxiety; (2) "Somewhat", (3) "Moderately so”; and (4) "Very nmch so" which reflects the highest degree of state anxiety

Morris et al (1981), in their definitions of both state øpdiety and trail anxiety, take into account the importance of "situation": "State amaety refers to transitory experiences of

tension, apprehension, and activation of the autonomic nervous system in certain

situations, whercas trail, anxicly refers lo 4 personality variable of anxicly pronensss, [he

tandency to experience state anxiety in a variety of situations" (p.543)

2.4.3 Situation-specifie Anxiety

2.4 Trait anxiety, state anxiety and situation - specific anxiety

Usually aniiety is classified into trait anxiety, state anxiety and situation-specific

are considered in interactions with situations"

The four trait anxiety scale options are: (1) "Almost never” which responses indicates lowest degree of trait anxiety, (2) "Sometimes", (3) "Often"; and (4) "Almost

always" which signifies the highest degree of trail anxicly

2.4.2 State anxiety

State anxiety, on the one hand, is fleeting and not an enduring characteristic of an

individual's personality 11 is a "transilory slate or condition of the orgarusim thal varices in

intensity and fluctuates over time" (Speilberger, 1966, p.12)

The four stale aradoly sealo options arc (1) “Nol al all” which points to the towes! level of state anxiety; (2) "Somewhat", (3) "Moderately so”; and (4) "Very nmch so" which reflects the highest degree of state anxiety

Morris et al (1981), in their definitions of both state øpdiety and trail anxiety, take into account the importance of "situation": "State amaety refers to transitory experiences of

tension, apprehension, and activation of the autonomic nervous system in certain

situations, whercas trail, anxicly refers lo 4 personality variable of anxicly pronensss, [he

tandency to experience state anxiety in a variety of situations" (p.543)

2.4.3 Situation-specifie Anxiety