There are three types of language learning anxiety. Anxiety is an affective factor, and like most affective factors, such as tiredness, boredom, and emotional disturbance, anxiety can have an adverse effect on second language learning.
One type of anxiety is trait anxiety, which Rod Ellis refers to as “the disposition to be anxious” (1994). This is a general characteristic within the general personality of a person. The second type of anxiety is known as “state anxiety,” which is based on the student’s reaction to a specific learning situation, such as taking a test or reciting an oral presentation. This is anxiety based on a specific learning situation. The third type is situation-specific anxiety, which is based on the general orientation of anxiety that is based on certain learning contexts in which a learner does not perceive himself/herself apt or linguistically capable to acquire competence in speech and/or contexts. or reading. Anxiety can have a debilitating (increasing anxiety about learning) or facilitative (relieving anxiety about learning) effect. Ellis relates anxiety as a result due to the following factors:
1. Competitive natures of students
2. Teachers’ questions are threatening
3. Lack of a relaxed environment in a second language
Some learners tend to disengage when faced with a potentially threatening learning context. On the contrary, the switch-off strategy can be used by good students who find the material in language classes boring, not challenging enough, etc. By using the shutdown strategy, anxious students
1. By trying to find a gap in teaching methodology and learning opportunities and therefore want to close that gap but are too eager and therefore unable to close the gap.
2. By disengaging, they may make their learning more enjoyable and opportunistic or disengage entirely due to the perceived threat.
Additionally, students follow the shutdown strategy to analyze a specific language learning task, function, or element. These learners are generally dependent on the learning process and often let their emotions interfere with the learning process. The degree of anxiety can also be intensified by some factors, which are often overlooked:
1. age: varies between adults and children and the learning context in question.
2. Motivated: how motivated is the student to study the second language
3. Self-image. Does the student have enough self-confidence?
Because anxious learners are generally tied down by emotional elements, they often do not have sufficient self-awareness to regulate their learning and are unable to return to a specific learning context. They are also not able to remember the content of the previous lesson.
Rod Ellis. (1994) Acquisition of a second language. Oxford University Press.