Language Anxiety

Introduction
This last week’s event involved my experience with language anxiety in the language classroom. The teacher instructed us all to speak in the target language exclusively. I was quite nervous about this, which caused me to stutter a lot and make mistakes. Even though I can see why this is done, it still caused me difficulty.
For this week’s reflection I will be using Rolfe, Freshwater & Jasper’s (2001) framework model to reflect on my experiences in my language class; I will discuss what I believe was a critical moment.

This began immediately following the arrival of all the students. After spending five minutes reviewing the vocabulary from the previous session, the teacher instructed us to speak only in the target language. He assigned us exercises like conversing with one another about our weekend activities and our goals after graduation. He scornfully corrected our pronunciation and grammar all the time. This only served to exacerbate the situation. I remember him shouting at a classmate, for example, “How many times do I have to remind you? The case of non-human plural is feminine. This truly shocked me, even though it was directed towards another student. This is when I made the conscious decision to do whatever it takes to avoid such a grilling.

It was terrifying and overwhelming to watch the last session as an active participant. I had always assumed that people who experienced language anxiety couldn’t handle the pressure and fast-paced nature of language learning in a university setting, but I have come to the realization that language anxiety can be caused by more than just the process of learning a language. It also involves how someone is taught and whether or not they feel at ease in the setting where the lessons are being held.
Now, even though I enjoy my classes and think the teacher is a master linguist very knowledgeable, I find there is a gross error in the way he interacts with the other students and myself. Being compassionate and understanding towards us will help a lot, at least with me. In general, I learn best in environments that are pleasant and ensure student’s mental comfort. However, classes in which students are chastised mercilessly for grammatical errors may discourage them from attending future sessions.

Reflecting on the event in my language class, it is evident that the students were uncomfortable since they were thrust into communication in the target language so soon following a quick review of vocabulary. The given exercises, which involved talking about plans for the weekend and future objectives, were definitely helpful for language practice, but they became terrifying with the scornful corrections.

In light of this situation, I believe it would have been more productive for the teacher to have conducted the session differently. A more gradual shift to communication just in the target language may have been ideal. It could be beneficial for students to gradually gain confidence by beginning with more basic conversational subjects before going on to more difficult tasks. A helpful correction strategy emphasizing encouragement and positive reinforcement would have been far more beneficial and motivating than the grilling and harsh tone. The teacher could provide guidance in a way that promotes a positive learning environment rather than what seems to be mocking the students.

In conclusion, this critical incident has brought my attention to the necessity of a more deliberate and student-centered approach in language teaching. The objective should be to create a supportive and comfortable environment in the classroom by modifying teaching techniques and classroom management strategies, which will inspire students to actively engage in language learning without worrying about receiving scornful remarks.

Bibliography:
Rolfe, G., Freshwater, D. and Jasper, M. (2001) Critical reflection for nursing and the helping professions: A user’s guide. Basingstoke: Palgrave.