Anxiety and Negative Emotions in Second Language Acquisition Research Paper

anxiousness and Negative Emotions in Second Language Acquisition - Research Paper ExampleThis eventually ascertains that the learning of a second language is invariably dependent on multifaceted dimensions inclusive of neurological to psychological, cognitive to affective factors as a whole (Brown, 1994). During the sixties, Bloom et al (1964) categorized the dimensions of learning into two authoritative domains - cognitive and effective, suggesting the two most significant and essential components of learning. These are the two primary components that ascertain that thither are essentially positive and detrimental feelings associated with second language acquisition. The positive feelings associated with language acquisition earlier include joy, enthusiasm, satisfaction and warmth (Ehrman, 1996), whereas negative feelings include anxiety, fear and lack of confidence and among which anxiety is perceived as the most incapacitating factor (Horwitz, Horwitz & Cope, 1986 MacIntyre & Gardner, 1989 Ehrman, 1996). Researchers like MacIntyre & Gardner (1991) suggest that language acquisition anxiety has slightly specific characteristics and hence can be set apart from other types of anxieties encountered in daily lives. In the demographical analysis of second language acquisition anxiety for ESL students in the US demonstrates that the Mexican students may roll in the hay inadequate explicit knowledge as well as well-disposed persuasion that may portion in following a successful model and support from others (Cummins, 1996 Zambrana & Silva-Palacios, 1989). Also, they may perceive anxiety imputable to the language shock during language learning phase (Olsen, 1997). Among Hispanic Americans, the school drop-out rate is as elevated gear as 36%, while the rest 63% is somehow could be able to complete high school either through attainment of Diploma or GED (Kaufman, Kwon, & Klein, 1999), primarily resulted from lack of successful schoolman models and other vivid understanding. In the US due to the marginalization of Hispanic American Groups, the internalization of negative stereotyping among Mexican ESL students may lead to decline their self-efficacy in the sense of self-confidence in limiting the social persuasion.