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f the negative effect to pupils and forms a hinder of absorption from L2 learning. Pupils who have debilitating anxiety may feel worry and self-double, they will reduce their participation and create avoidance of language.

Gardner and Maclntyre stated that the strongest (negative) correlate of language achievement is anxiety (1993). Studies show the negative correlation of anxiety with the following: self-esteem, i.e., the judgment of one's own worth (Horwitz, Horwitz and Cope 1986; Price 1991; Scarcella and Oxford 1992); performance in speaking and writing tasks (Trylong 1987; Young 1986); self-confidence in language learning (Maclntyre and Gardner 1991; Gardner and Maclntyre 1993); grades in language course (Aida 1994; Horwitz 1986; Trylong 1987); proficiency test performance (Ganshow, Sparks, Anderson, Javorsky, Skinner and Patton 1994; Gardner, Ladonde, Moorcroft and Evers 1987).

The relationship between language and language performance is complex. Young (1991) explained that sometimes language anxiety is negatively related to one skill and not another. Ganschow, Sparks, Anderson, Javorsky, Skiller and Patton (1994) suggested that high anxiety might be a result of language learning problems rather than the cause.

Some researchers suggested that language anxiety was actually 'facilitating'or 'helpful' in some ways, such as keeping students alert (Scovel 1978). Facilitating anxiety has been shown in a few studies related to: high language proficiency and self-confidence among a hand-picked group of excellent language learners (Ehrman and Oxford 1995); oral production of difficult English structures among native Arabic-speakers and Spanish-speakers (Kleinmann 1977); good grades in language classes for students in regular French, German, and Spanish classes but not for students in audio lingual classes (Chastain 1975).

On the existence of anxiety's helpfulness, language researchers hold different views. Horwitz (1990) suggested that anxiety is only helpful for very simple learning tasks, but not with more complicated learning such as language learning. Young Terrell (1992) interviewed Rardin, Omaggio Hadley and Krashen the experts of language learning about the helpfulness of language anxiety. Rardin said that a positive aspect of anxiety operates all the time, but we only notice when a negative imbalance occurs. Omaggio Hadley responded that a certain amount of tension might be useful for language learning, but she refused to call the tension 'anxiety'. Similarly, Terrell preferred to call such tension 'attention' rather than 'anxiety'. Krashen contended that anxiety is helpless to language acquisition, but it might be helpful for the learners in formal language learning situations.

3.3 Components of language anxiety

Bailey (1983) considered the reason that gives rise to LA including competition, examination, the relationship between teacher and learners. Horwitz and her colleagues (1986) conceptualized the components of LA especially L2 learning into three parts: communication apprehension, test anxiety, and fear of negative evaluation

3.3.1 Communication apprehension

Communication apprehension is 'an individual's level本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。