A COMPARATIVE ANALYSIS OF LANGUAGE ANXIETY AMONG LAGOS STATE UNIVERSITY LANGUAGE STUDENTS

ABSTRACT

Language Anxiety is the mental and physical state characterized by specific emotional, physical, cognitive and behavioral symptoms. The study comparatively Analyzes the Language Anxiety among Lagos State University Language Students. In achieving this aim, the following specific objectives were laid out to find out the relationship between motivation and language anxiety among Lagos State University Language Students and explore how language students manage with their fear and anxiety when speaking English in Lagos State University. The research design used in this report is descriptive design, utilizing questionnaire method to obtain information from the respondents for this project. A total of 180 (one hundred and eighty) respondents were selected for this study to represent the entire population of the study. For null hypotheses were formulated and tested using the one-way ANOVA and the t-test statistical tools at zero point zero five (0.05) level of significance. Primary data were collected from the primary source which questionnaire was used as an instrument of data collection while secondary data were sources from textbooks, journals, newspapers and the internet were employed. The data were presented on a frequency distribution table and analyzed using simple percentage, while hypothesis was tested using chi-square test. The study will create an awareness for language teachers of the seriousness of learner anxiety, and taking due measures to address it, which is crucial in teaching and learning a language. It is recommended that language teachers should be aware of the reality of anxiety in language learners and classroom settings and are expected to implement expeditious and practical tactics to manage and overcome this problem.

CHAPTER ONE

1.1 Introduction

Language Anxiety can be defined as a mental and physical state characterized by specific emotional, physical, cognitive and behavioral symptoms. It is an adaptive reaction which mobilizes the organism and helps it defend, attact or avoid an anxiety stimulus. The stimulus can be a previous external or internal antecedent or trigger. To state the definite causes of anxiety can be rather complicated as it is influenced by many factors – biological, psychological, social or other (Doubek, & Anders, 2013). Test anxiety, arises out of the fear of failing to perform. It can be explained through the high demands that learners put on themselves to be perfect masters of the foreign language. Fear of negative evaluation is explained as the learners’ expectation to be evaluated negatively by others in any kind of situation (Wörde, 2003).

As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitations of the Study and Definition of technical terms.

1.2 Background of Study

In an earlier study, Liu (2010) found that motivation and anxiety were moderately correlated; motivation can serve as a significant predictor of language anxiety. Two motivation components, the desire to learn a language and motivational intensity, contributed to the prediction of language anxiety. She also pointed out that anxious learners tended to be “more susceptible to lower motivation, which can relate to lower proficiency” (p. 120).

Exploring the association between language anxiety and motivation among Taiwan junior high school students, Liu (2011) concluded that students with more English learning experience were less likely to feel anxious when learning the target language. Although these students tended to be subject to apprehension over negative evaluation from their peers and to have low confidence in their own ability, learner anxiety did not seem to influence the learning motivation and language performance of these young learners yet. A longitudinal study on foreign language anxiety among the EFL students was suggested for further research.

English is the major language of science and the professions and the official language of many international and professional organizations. Almost every second, a prospective international student who wants to engage himself in further studies has to learn and attain a certain level of English proficiency as English is the medium of instruction and assessment in class in almost every university worldwide. However, for many learners there is a genuine fear of performing in the second language, a phenomenon known as (foreign or second) language anxiety which can hinder performance and achievement. Due to the huge sums of money and energy invested on studying and researching abroad, classroom anxiety as an obvious factor that can hinder students’ performance and achievement and decrease their willingness to participate in learning activities, is an issue deserving more investigation.

Although a growing body of research on major causes of anxiety in class has been conducted from the mid-1970s, there is a lack of investigation into cultural backgrounds as a possible factor that can contribute to anxiety when speaking in class and teachers’ perspectives of students’ anxiety is also another factor that few investigations have undertaken. The current study aims to seek the reasons for international students’ anxiety and explore how they cope with their fear and anxiety of speaking English in class. Furthermore, this study examines teachers’ perspectives and reactions towards learners’ anxiety and investigates the students’ perspectives of teachers’ reactions to their feelings of anxiety.

Therefore, in Nigeria where the research was carried out, the activities that was conducted is to carry out a comparative analysis of Language Anxiety among Lagos State University Language Students.

1.3 Statement of Problems

The obstacle that language anxiety poses is an additional trial to both language learners and their teachers/educators. The increasing modern-day pressure to communicate ‘only in English’ in language classes leads to anxiety in some student, since, for them, it exposes their weaknesses in front of their fellow learners. Therefore, in order to support learners to develop their communication skills in the target language effectively, it is essential to take learner anxiety into particular consideration in modern language classroom settings.

1.4 Aim and Objectives of Study

The aim of the study is to carry out a comparative Analysis of Language Anxiety among Lagos State University Language Students. In achieving this aim, the following specific objectives were laid out as follows:

To find out the relationship between motivation and language anxiety among Lagos State University Language Students
To investigate the factors militating language anxiety among Lagos State University Language Students
To examine teachers’ perspectives and reactions towards students' anxiety
To investigate the students’ perspectives of teachers’ reaction towards their feelings of anxiety.
To explore how language students manage with their fear and anxiety when speaking English in Lagos State University.

1.5 Research Questions

The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:

Is there any relationship between motivation and language anxiety among Lagos State University Language Students?
What are the factors militating language anxiety among Lagos State University Language Students?
What is the reaction of teachers’ perspectives towards students' anxiety?
What are the students’ perspectives of teachers’ reaction towards their feelings of anxiety?
How do language students manage with their fear and anxiety when speaking English in Lagos State University?

…

CHAPTER TWO

2.0 Literature Review

2.1 Introduction

The review of relevant literature is the main topic of this chapter. A literature review covers theoretical and methodological contributions to a certain issue in addition to the state of knowledge at the time of writing. It provides information about the state of the art in relation to the subject you are writing about. It examines the body of work on the chosen subject. The literature evaluation in this study comprises the …

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TABLE OF CONTENTS
PRELIMINARY PAGES

Title page
Approval page
Dedication
Acknowledgement
Table of Contents
Abstract
CHAPTER ONE

INTRODUCTION

1.1 Introduction

1.2 Background of Study

1.3 Statement of Problems

1.4 Aim and Objectives of Study

1.5 Research Questions

1.6 Research Hypothesis

1.7 Significance of Study

1.8 Scope of Study

1.9 Limitations of the Study

1.0 Definition of Terms

1.11 Organization of the Study

CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

2.2 Conceptual Review

2.3 Factors Influencing Students' Academic Achievement

2.4 Theoretical Framework of Language Anxiety

2.4.1 Stress and Anxiety Management among Language Students

2.5 Definitions and Classification of Anxiety

2.6 Causes of Language Anxiety

2.7 The Relevant Role of the Language Teachers

2.8 Empirical Studies

CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction

3.2 Research Design

3.3 Population of Study

3.4 Sampling and Sampling Technique

3.5 Validation of Research Instrument

3.6 Method of Data Collection

3.7 Method of Data Analysis

3.8 Questionnaire

3.8.1 Interview

3.8.2 Key Informants Interview

3.8.3 Observation

3.9 Statistical Analysis

CHAPTER FOUR

DATA ANALYSIS, RESULT AND DISCUSSION

4.1 Introduction

4.2 Presentation and Analysis of Data

4.3 Test of Hypothesis 1

4.4 Test of Hypothesis 2

4.5 Discussion of Findings

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 Introduction

5.2 Summary

5.3 Conclusion

5.4 Recommendation

REFERENCES

APPENDIX A - “QUESTIONNAIRE”

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