A Critical Review of Foreign Language Anxiety in Second Language Acquisition

Sarah S. Alobaidi
English Language Institute, King Abdulaziz University
ELI 600: Second Language Acquisition
Dr. Mona Sabir
October 25, 2023
A Critical Review of Foreign Language Anxiety in Second Language Acquisition

1.Introduction

Second language acquisition, or SLA, way can be defined as the process by which
individuals learn a language other than their native or first language. SLA is a
complex process influenced by various individual, social, and contextual variables.
One of the most essential learner-intrinsic factors affecting the process of acquiring a
second language is anxiety. Anxiety in the realm of second or foreign language
acquisition is referred to as Foreign Language Anxiety, or FLA. It is a recurrent
phenomenon for language learners that involves the feeling of unease, worry,
nervousness, and apprehension experienced while learning or using a second or
foreign language. It has been a key aspect of many researchers and linguists over the
past decades due to its significant effect on learner's motivation, performance, and
overall language learning experience. One of the SLA theories that addresses the
concept of FLA is Stephen Krashen's Affective Filter Hypothesis. This paper aims to
analyze aspects of the FLA phenomenon in the light of the Affective Filter
Hypothesis.

2.Theoretical framework

2.1 Foreign Language Anxiety

Foreign Language Anxiety as characterized by Horwitz (1986) is a unique

combination of one's self-perceptions, convictions, emotions, and actions linked to
learning a language in a classroom setting, stemming from the distinctive nature of the
language learning process (Horwitz et al., 1986, p.128). There are various sources or
triggers of FLA, including fear of making mistakes, fear of negative evaluation by
others, self-consciousness about language ability, and anxiety related to cultural
misunderstandings.

Anxiety plays a crucial role in language learning. Some researchers conclude that
anxiety is indeed a cause of poor language learning in some individuals.
(Papi & Khajavy, 2023)
Some researchers even confirm that anxiety correlates negatively with
achievement in foreign language classes; high anxiety levels lead to low achievement
and vice versa. (Ortega, 2014)
2.2 Affective Filter Hypothesis

The Affective Filter hypothesis, presented by Krashen, claims that several affective
variables (motivation, attitude, self-confidence, and anxiety) function as a filter of the
language input and thus are associated with success in second language acquisition.
The hypothesis suggests that these filters primarily influence acquisition rather than
mere learning proposes and vary in strength; those holding less favorable attitudes
toward language acquisition seek less input and have higher affective filters, even if
the input is comprehensible. In contrast, those with more positive attitudes not only
seek more input but also possess lower affective filters, making them more receptive
to language input, which can result in deeper language acquisition. (Krashen, 1982)

3. Critical Analysis

A central concern within the perspective of Krashen's Hypothesis is the "affective

filter" that can either facilitate or impede the language acquisition process. It is a
metaphorical concept that represents anxiety in FLA issue and view it as a gatekeeper
determines the extent to which input can be processed and internalized by the learner.
Applying this hypothesis to FLA in the context of language classrooms, it accounts
for many factors related to this issue.

Within this theory, the learners' "affective filters" get activated while they are under
stress or anxiety, which result in reducing the assimilation of valid knowledge. On the
contrary, when the filter is low (i.e., the learner is relaxed and not under any kind of
stress), the input is more likely to pass through and contribute to language acquisition.
Thus, the hypothesis claims that anxiety reduction is essential for successful language
learning. (Krashen). Many recent empirical studies has confirmed the negative impact
of anxiety on the comprehensive input which certainly affects their achievement or
performance in SLA (Guo, 2023; Muntazer Hakim, 2019; Rahman et al., 2020)

Anxiety-inducing surroundings, like those that compel learners to speak before they
are confident, result in an elevated Affective Filter, obstructing the learner's ability to
process incoming information. (VanPatten et al., n.d.). Therefore, fostering a caring
and encouraging learning environment that lessens the fear of failing and provides
encouragement, preparation for challenges, as well as healthy teacher-student
relationships contributes to keeping the Affective filters (anxiety) at low levels. This
ultimately ensures a smooth language acquisition, as posited by the hypothesis. Sanesi (2023)
 identified key scenarios in which the affective filter hinders language learning
in high school. The primary areas of concern include peer interactions, student-teacher
relationships, lesson materials, and teaching methods.

The Affective Filter hypothesis indirectly addresses the role of pedagogical practices
in FLA; some teaching methods and classroom activities that involve evaluating the
second language output, especially in front of other learners, put the learners "on the
defensive," as described by Krashen (1982) and enhance the fear of negative
evaluation feelings among learners. In the realm of the hypothesis, this contributes
significantly to raising the filters and makes language acquisition difficult for learners.
As Krashen stated, "Methods and materials should not be a test of the student's
abilities or prior experiences, should not merely reveal weaknesses, but should help
the student acquire more." (Krashen, 1982, p.73)

It's important to note that the Affective Filter Hypothesis provides meaningful insights
into understanding the FLA related factors. However, the hypothesis focuses primarily
on anxiety and negative emotions, neglecting the potential positive influence of
anxiety on language learning. Some degree of tension can push learners to perform
better. (Ortega, 2014) Furthermore, anxiety can enable learners who are driven by
duties and obligations to stay attentive in class and use the second language when
necessary. (Scovel, 1978)

In summary, Affective Filter Hypothesis has been influential in recognizing the

importance of emotional and affective factors in SLA. However, it lacks a precise and
universally accepted way of measuring the affective filter. It is challenging to discern
whether the filter is high or low (VanPatten et al., n.d.)Moreover, to what extent the
Affective filter can hinder the process of language acquisition remains largely
unexplored.

4. Recommendations

Although it is a significant obstacle to language learning, anxiety can be lowered in

several ways. Fostering a welcoming learning environment by establishing a warm,
accepting environment where learners may express themselves and make errors
without fear. Moreover, it is important to promote respect and positive interactions
among students. It is crucial for instructors to be approachable and supportive,
encouraging learners to ask questions and seek clarification. They also should provide
constructive feedback that focuses on improvement rather than criticism.

Another effective way to help reduce anxiety associated with unrealistic expectations
is by encouraging learners to set achievable language learning goals and to avoid
comparison and a competitive atmosphere in class. Furthermore, it is crucial for
instructors to adopt teaching strategies that contribute to reducing anxiety and tension
in the classroom; approaches such as Cooperative Language Learning that that reduce
focus on individual achievement may contribute significantly to reducing anxiety,
thus keeping the affective filter "low" and improving the language acquisition
process.

5. Conclusion

Second language learning is a complex process, involving many variables including

the learner's psychological condition such as anxiety. Anxiety is a common problem in
SLA. According to Krashen's Affective Filter Hypothesis, the learners' "affective
filters" get activated while they are under stress or anxiety, which result in reducing
the assimilation of valid knowledge. On the contrary, when the filter is low (i.e., the
learner is relaxed and not under any kind of stress), the input is more likely to pass
through and contribute to language acquisition. Krashen's Affective Hypothesis
successfully accounts for some factors contributing to the FLA. However, lacks a
precise and universally accepted way of measuring the affective filter. Foreign
Language Anxiety can be greatly influenced by the learning environment, which
includes the teacher's approach, classroom climate, and teaching methods. An
environment that is critical or unpleasant might increase anxiety, whereas one that is
encouraging and helpful can lessen it.
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