SECOND LANGUAGE ANXIETY: EXAMINING ITS ROLE AS A BARRIER OR FACILITATOR IN SECOND LANGUAGE ACQUISITION

Abstract

There has been extensive research into the close connection between second language anxiety (SLA) and language acquisition, although findings have been inconsistent regarding its role in either facilitating or impeding learning. This study aims to investigate the potential impact of second language anxiety on language learning, determining whether it acts as a facilitator or barrier. Additionally, the researchers aim to explore potential differences in attitudes toward SLA among respondents of varying age groups, genders, and educational institutions. The study included 102 English language learners from five language institutions in Lahore, Pakistan, who completed a self-designed questionnaire. The findings indicate that anxiety tends to assist language learners in various scenarios such as test preparation and oral exercises, fostering focus, planning, alertness, and a drive for success and perfection. However, during class participation, learners often feel embarrassed about making mistakes in the presence of instructors and more proficient language speakers, which leads to increased anxiety. Conversely, heightened anxiety can also result in increased self-consciousness among learners.