Anxiety and Negative Emotions in Second Language Acquisition Research Paper

Anxiety and Negative Emotions in Second Language Acquisition - Research Paper ExampleThis eventually ascertains that the acquisition of a second oral communication 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 teaching into two signifi passelt domains - cognitive and effective, suggesting the two most significant and essential components of learning. These are the two primary components that ascertain that there are essentially domineering and negative feelings associated with second language acquisition. The positive feelings associated with language acquisition primarily include joy, enthusiasm, satisfaction and warmth (Ehrman, 1996), whereas negative feelings include anxiety, fear and lack of dominance and among which anxiety is perceived as the most incapacitating factor (Horwitz, Horwitz & Cope, 1986 Ma cIntyre & Gardner, 1989 Ehrman, 1996). Researchers like MacIntyre & Gardner (1991) suggest that language acquisition anxiety has some 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 demonst footsteps that the Mexican students may experience inadequate explicit knowledge as well as social persuasion that may attribute in following a successful model and support from others (Cummins, 1996 Zambrana & Silva-Palacios, 1989). Also, they may perceive anxiety due to the language shock during language learning phase (Olsen, 1997). Among Hispanic Americans, the school drop-out rate is as high as 36%, while the rest 63% is somehow could be able to complete high school either done attainment of Diploma or GED (Kaufman, Kwon, & Klein, 1999), primarily resulted from lack of successful academic 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.