In this paper, the research question “How does the fear of making mistakes contribute to FLCA?” serves to highlight Scholz’ (2012) vision of interconnectedness in language learning experience. Both Horwitz et al.’s (1986) views on FLCA and contemporary perspectives on the fluidity of language learners’ identities will be considered. As the individual perception of evaluation and the act of committing mistakes shape one’s language learning experience, shedding light on this issue will contribute to a broader body of research to assist students in overcoming their struggles.
The discussed anxiety presents a multi-faceted phenomenon intricately intertwined with with three overarching categories: “1) communication apprehension; 2) test anxiety; and 3) fear of negative evaluation” (Horwitz et al., 1986). A noteworthy critique of Horwitz et al.’s (1986) understanding comes from Scholz (2012). He argues that even though prior researchers had described FLCA as a complex construct of individual beliefs, they still tended to equate FLCA with general performance anxiety. To Scholz (2012), this issue meant failing to capture the profound complexity of individual learner experiences. As he proposes a dynamic understanding of language learners’ identities, language views, and anxious feelings, he emphasizes the interrelation of the three elements, stating that “FLA remains a complex term to conceptualize, but if it is re-evaluated, perhaps research can begin to better understand its effect and reinvigorate this exciting discussion in SLA discourse” (Scholz, 2012).
Table of Contents
- 1. Introduction
- 2. Theoretical Framework
- 2.1. Psychological Foundations of Anxiety
- 2.2. The Fear of Making Mistakes in a Learning Context
- 3. Causes and Effects of Foreign Language Classroom Anxiety
- 3.1. Causes
- 3.2. Effects
- 4. Strategies to Reduce Foreign Language Classroom Anxiety and the Fear of Making Mistakes
- 4.1. Pedagogical Approaches
- 4.2. Psychological Approaches
- 5. Conclusions and Recommendations
- Works Cited
Objective & Thematic Focus
This paper aims to investigate the complex interplay between the fear of making mistakes and Foreign Language Classroom Anxiety (FLCA), specifically exploring how the former contributes to the latter. By analyzing psychological and pedagogical perspectives, the work seeks to illuminate the profound impact of individual perceptions of evaluation and error-making on language learning experiences and to provide insights that can help students overcome related struggles.
- Understanding Foreign Language Classroom Anxiety (FLCA)
- The psychological foundations of anxiety and emotions in learning
- The role and perception of making mistakes in language acquisition
- Causes and effects of FLCA on students' cognitive, emotional, and behavioral processes
- Pedagogical strategies to mitigate FLCA and the fear of making mistakes
- Psychological approaches for building self-confidence and resilience in language learners
Excerpt from the Book
The Fear of Making Mistakes in a Learning Context
As Horwitz et al. (1986) made clear in their definition of FLCA, the fear of making mistakes³ in a learning context proves to be a crucial factor that plays into the ongoing progression of anxiety. But what does it mean to ‘make a mistake'? And what is a mistake to begin with? In literature, there are two general directions that make up the base of academics understanding of utterances that are to be categorized as a mistake or as an error. First, let's look at a definition that assimilates ‘native-speakerism': (in the speech or writing of a second or foreign language learner), the use of a linguistic item, (e.g., a word, a grammatical item, a speech act, etc.) in a way which a fluent or native speaker of the language regards as showing faulty or incomplete learning (Richards & Schmidt, 2002, p. 184).
This definition is given in the “Dictionary of Language Teaching & Applied Linguistics”, which already shows the inherent connection between prestige in native speakerism, a Western ideology English language ideal (Holliday, 2006) and its institutional roots. When hereby referring to a mistake in language learning classes, phrases like ‘A native speaker would never express themself in this manner' could arise. As research has consistently proven, this notion of "cultural reductive politics of Self and Other [. . .], [confining non-native speakers of English] by an ideology of deficiency through which the vested interests of native speakers are promoted" (Houghton & Rivers, 2013, p. 1) does not serve as productive means to classify language learners, as its focus on a divisive group membership and cultural superiority do more damage than good. Students in the foreign language classroom will never amount to the gold standard that is the 'native speaker', who per definition has already grown up with and assumingly shows immaculate mastery over said language (Chomsky, 1965). Language learners are taught to chase an unobtainable goal in language proficiency by teachers who have internalized said outdated and impractical beliefs for generations, once again putting stress on shortcomings rather than assets.
In contrast, the general alternative definition leaves more room for meaningful discussions, as here, “[a]n error is the production by the student of a form unwanted by the teacher" (George, 1972, p. 2). Although this definition reaches so far back, it serves a great purpose, as it clearly positions the assessment of an utterance as ‘erroneous' within the teachers' ideology and understanding of errors themselves. If the teacher therefore highlights a student's comment as false instead of letting a conversation flow and discusses its form instead of continuing to engage with the content of said student's comment, this reveals more about the teacher's own beliefs on error correction than the student's remark itself about their respective language learning level.
Summary of Chapters
1. Introduction: This chapter introduces Foreign Language Classroom Anxiety (FLCA) as a significant barrier to language learning, distinguishing it from general Foreign Language Anxiety (FLA), and sets out to explore the specific research question of how the fear of making mistakes contributes to FLCA.
2. Theoretical Framework: This section delves into the psychological underpinnings of anxiety, defining emotions and categorizing different types of anxiety, while also contextualizing the fear of making mistakes within the broader learning environment.
3. Causes and Effects of Foreign Language Classroom Anxiety: This chapter elaborates on the myriad causes of FLCA, such as negative self-evaluation and harsh error correction, and details its cognitive, emotional, and behavioral consequences on language learners.
4. Strategies to Reduce Foreign Language Classroom Anxiety and the Fear of Making Mistakes: This section presents both pedagogical and psychological approaches designed to help educators and students effectively manage and overcome FLCA, emphasizing supportive learning environments and skill-building.
5. Conclusions and Recommendations: This concluding chapter summarizes the paper's findings on the pervasive nature of FLCA and the fear of making mistakes, offering recommendations for teachers to foster more positive and less anxiety-inducing language classroom communities.
Keywords
Foreign Language Classroom Anxiety (FLCA), Fear of Making Mistakes, Language Learning, Psychological Perspective, Pedagogical Approaches, Learner Identity, Error Correction, Anxiety Types, Cognitive-Behavioral Strategies, Self-Confidence, Stress Management, Native-Speakerism, Classroom Environment.
Frequently Asked Questions
What is this paper fundamentally about?
This paper fundamentally examines the intricate relationship between the fear of making mistakes and Foreign Language Classroom Anxiety (FLCA) from both psychological and pedagogical standpoints, seeking to understand and alleviate student struggles in language learning.
What are the central thematic areas?
The central thematic areas include the definition and psychological foundations of anxiety, the specific role of the fear of making mistakes in language acquisition, the causes and effects of FLCA, and practical pedagogical and psychological strategies to reduce it.
What is the primary objective or research question?
The primary objective is to shed light on how the individual perception of evaluation and the act of committing mistakes shape one's language learning experience, with the core research question being: "How does the fear of making mistakes contribute to FLCA?"
Which scientific method is used?
The paper primarily relies on a literature review and theoretical analysis, drawing upon existing research, definitions, and academic discussions in the fields of language education and psychology.
What is covered in the main part?
The main part of the paper covers the theoretical framework of anxiety and mistakes, delves into the causes and varied effects of FLCA on learners, and subsequently outlines a range of pedagogical and psychological strategies aimed at reducing this anxiety.
Which keywords characterize the work?
Key terms characterizing this work are Foreign Language Classroom Anxiety (FLCA), Fear of Making Mistakes, Language Learning, Psychological Perspective, Pedagogical Approaches, and Learner Identity.
What is the distinction between Foreign Language Anxiety (FLA) and Foreign Language Classroom Anxiety (FLCA)?
While Foreign Language Anxiety (FLA) is a general term for anxiety associated with learning a foreign language, Foreign Language Classroom Anxiety (FLCA) is a more specific construct defined as anxiety related to classroom language learning, arising from the unique context of the classroom environment and its particularities.
How do the authors define a "mistake" in a learning context, and why is this definition important?
The paper discusses two definitions: one related to "native-speakerism" where a mistake is anything a native speaker wouldn't say, and an alternative where "an error is the production by the student of a form unwanted by the teacher." The latter definition is preferred as it highlights the teacher's ideology in error assessment, rather than solely focusing on a learner's deficiency.
What is "xenoglossophobia" and how does it relate to FLCA?
Xenoglossophobia is defined as an abnormal, suprathreshold, and exaggerated fear of foreign languages, which can develop when FLCA transgresses a certain threshold. Individuals with this phobia tend to avoid foreign language study and interaction with foreign language speakers.
What is the ABCD or ABCDEF(G) model and how is it applied in psychological approaches?
The ABCD or ABCDEF(G) model (Adverse event – Beliefs – Consequences – Disputation – Effect – New Feeling/Growth) is a cognitive-behavioral strategy used to manage fear and build self-confidence. It helps students identify and restructure irrational beliefs about their self-worth and performance, enabling them to critically question thoughts and develop a growth mindset to deal with FLCA.
- Arbeit zitieren
- Niklas Richter (Autor:in), 2025, The Intricate Relationship Between the Fear of Making Mistakes and Foreign Language Classroom Anxiety, München, GRIN Verlag, https://www.grin.com/document/1667818
