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Methods to Reduce Second Language Learning Anxiety

One student admitted to be upset, sweating and shaking when he had to give an oral presentation during final examination therefore a right teaching plan should be conducted by the teacher so that the students will have the interest to study their second language.
             A classroom setting, students' experience with the language, expectation of students toward the teaching instructors will affect the anxiety and spirit of the students toward the learning of second language. If the teaching plan is different from what the expected, anxiety in learning the second language will occur this is because they will lack of self-confidence and their level of anxiety will increase when the environment is not familiar and uncontrollable. Young (1991) stated that the interesting level of content of the lesson may reduce their anxiety in learning so that they will forget that they are actually in a language class. According to Brown (1993) and Dornyei (1994), they noted that any motivation that appear in language classroom are tent to be instrumental motivation.
             The positive attitude of the instructors is very important. Rossiter (2003) examined adult intermediate level EL learners and they found that students were more relaxed in the class when the teachers use "deep-breathing", "positive self-talk", "visualization exercises", "relaxation techniques", "taking one's emotional temperature", "self-rewards", "persistence", "risk-taking skills" strategies as compared to other classes that used regular teaching method. The Communicative Orientation of Language Teaching (COLT) Observation Scheme by Spada and Frohlich (1995) was used to observe the teachers of the control and treatment group. All the strategies instruction was well received by the students except for visualization exercises and relaxation.


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