As we enter the verge of 21st century milieu, people all over the globe have become more persistent and aggressive in indulging themselves in learning the Universal Language. In fact, different races have already considered “Second Language Proficiency” as an essential tool in producing competent individuals who can strive globally; thus, helping them to contribute to the welfare of their nations. In line with this, English Teachers are now perceived as the agents of “Quality Language Teaching”. They are given enormous responsibilities in carrying out triumphant strategies in teaching the second language. With this regards, promoting an anxiety-free learning environment during language teaching is inevitable.

In Stephen Krashen’s definition of SLA (Second Language Acquisition), he said that SLA does not require extensive use of conscious grammatical rules, and does not require tedious drill. Acquisition requires meaningful interaction in the target language – natural communication – in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding.

 The best methods are therefore those that supply comprehensible input in low anxiety situations, containing messages that students really want to hear. These methods do not force early production in the second language, but allow students to produce when they are “ready” recognizing that improvement comes from supplying communicative and comprehensible input, and not from forcing and correcting production.

Successful teaching involves much more than the transmission of content and skills. The ultimate goal is to create independent, self-directed, self-motivated learners who are capable of critiquing and directing their own work; who are open to alternative.

This can be done successfully if the facilitators will eliminate anxiety in language teaching.

 A stress-free environment can promote a more meaningful and substantial learning.



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