LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 12 : 8 August 2012
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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Second Language Learning Anxiety and Its Effect on Achievement in the Language

Anupama Chakrabarti, M.A. English, M.Ed.
Madhumala Sengupta, Ph.D.

Abstract

Second Language Learning research shows a strong relationship between second language anxiety and second language achievement. At present the disappointing level of achievement in English (L2) of the Indian learners who are in native language medium schools demand a close look into the matter, but research in this area is very limited in India.

The purpose of the present study is to explore the level of anxiety of the Indian learners who learn English as second language. It also aims to find out the effect of L2 anxiety on their L2 achievement and the most influencing anxiety component. Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986) was used for measuring anxiety of 146 Class X students studying in Bengali medium secondary schools in the state of West Bengal. The annual English Examination was taken as a measure of the students’ achievement in English.

It is found that anxiety of most of the students inclines to the higher side of the range. Contrary to the findings of other related studies, test anxiety is found to be the predominating anxiety component in the students, as compared to communication apprehension and fear of negative evaluation. Pedagogical implications of the study discussed at the end could prove to be valuable for teachers and policy makers in making the learning environment less anxiety provoking and better output giving.

Key Words: Second Language; Native language; Anxiety; Second language anxiety; Second language (L2) achievement.

1. INTROUCTION

In India, English language was introduced by the imperial British government with the aim of serving its own administrative purpose. Since then the native people were willing to learn the language and even demanded it. The impact of English is not only continuing but increasing at a rapid pace. Today the use of English is widespread in India with the country having the third largest English using population after the USA and UK. India also has the distinction of being the third largest English book producing country. Obviously English in India has come a long way from its colonial days. The functional domains of its use have now encompassed not only administration but also education, employment and of course formal as well as informal communication.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ARTICLE IN PRINTER-FRIENDLY VERSION.

Anupama Chakrabarti, M.A. (English), M.Ed.
Gandhi Centenary B.T. College
Habra 743268
North 24 Parganas
West Bengal
India
anupama_ganguly@yahoo.in

Madhumala Sengupta, Ph.D.
Associate Professor
Department of Education
University of Calcutta
1 Reformatory Street
Kolkata 700027
dr.msengupta@rediffmail.com
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