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Pokrivčáková, S. et al. (2015). Teaching Foreign Languages to Learners with Special Educational Needs: e-textbook for foreign language teachers. Nitra: Constantine the Philosopher University. 128 p. ISBN 978-80-558-0941-0 3. Give yourself a reward after accomplishing the task. 4. If you are anxious when speaking in front of people, imagine that those are you friends and it is an informal chat. (Many students tend to imagine cabbage heads or different objects instead of the people in the audience.) 5. Write down your feelings or let your teacher know about how you feel. Moreover, relaxation techniques are becoming more and more discussed nowadays. Deep breathing, meditation or getting moving are some of the examples. Robinson et al. (2015) suggest progressive muscle relaxation, visualization meditation, yoga or tai chi as further techniques how to overcome stress and alleviate anxiety from the longitudinal point of view. The above mentioned recommendations and strategies may be very helpful in the classroom but it is important to bear in mind that all the students are different in their feelings and manifestation and each student requires different approach from the teacher. Conclusion It is human and natural to feel stress or anxiety in certain situations. However, it is important to be able to cope with the negative feelings so that they do not affect one´s learning and performance. According to the above mentioned researches, anxiety, which is present among the students of FL, negatively influences students´ acquisition of FL and further performance. Although anxiety is an abstract term, it can be observed by students in a form of blushing, rubbing the palms, perspiration, staggered voice, either too slow or too fast speech, poor performance, forgetfulness etc. Students are very individual and therefore, the signs may differ in their manifestation or severity. That is, some learners may completely forget what they have learnt and be unable to perform in any way (oral or written) or some learners need only small hint, help or motivation to be able to perform with imperceptible signs of anxiety. There are many factors such as classroom environment and its atmosphere, learners´ selfesteem, the evaluation coming from the classmates, etc. that are the source of anxiety. Students themselves declared the strictness and formality of the classroom as the major factor of FLA. Moreover, the teacher´s attitudes or favouritism cause FLA as well. Therefore, the role of the teacher is even more important, because the teacher is the person in the classroom who can regulate the atmosphere, search for the signs of anxiety and help students to overcome it. Although the results of the researches were similar in demonstrating the presence of anxiety in the classrooms and its negative effect on FL, more studies need to be done in this area to investigate the interplay of various contributing variables as the exact nature of this relationship is still blurry and may be influenced by various concomitant factors. Acknowledgement The chapter presents the partial results of the KEGA 036UKF-4/2013 project funded by the Ministry of Education, Science, Research and Sport of the Slovak Republic. References AIDA, Y. (1994). Examination of Horwitz, Horwitz and Cope’s construct of foreign language anxiety: The case of students of Japanese. The Modern Language Journal, 78, 155-167. AL-SARAJ T. M. (2011). Foreign language anxiety: What is it? Paper presented at 4th Bloomsbury Student Conference in Applied Linguistics. Birkbeck College, University of London, the UK. 2-3. Available at: https://scholar.google.com/citations?view_op=view_citation&hl=en&user=02s0WsMAAAAJ& citation_for_view=02s0WsMAAAAJ:d1gkVwhDpl0C. ARGAMAN, O. & ABU-RABIA, S. (2002). The influence of language anxiety on English reading and writing tasks among native Hebrew speakers. Language, Culture and Curriculum, 15, 143-160. 97
Pokrivčáková, S. et al. (2015). Teaching Foreign Languages to Learners with Special Educational Needs: e-textbook for foreign language teachers. Nitra: Constantine the Philosopher University. 128 p. ISBN 978-80-558-0941-0 BAILEY, K. M. (1983). Competitiveness and anxiety in adult second language learning: Looking at and through the diary studies. In Seliger, H. W. & Long, M. H. (Eds.), Classroom oriented research in second language acquisition. Rowley, MA: Newbury House. BARAN-ŁUCARZ, M. (2013). Phonetics learning anxiety - results of a preliminary study. Research in Language, 11(1), 57-79. DOI: 10.2478/v10015-012-0005-9. CHENG, Y. (1998). Examination of two anxiety constructs: Second language class anxiety and second language writing anxiety. Unpublished doctoral dissertation, University of Texas at Austin. CHENG, Y., HORWITZ, E. K., & SCHALLERT, D. L. (1999). Language anxiety: Differentiating writing and speaking components. Language Learning, 49, 417-449. CHENG, Y. (2002). Factors associated with foreign language writing anxiety. Foreign Language Annals, 35, 647-656. DIXSON, R. (1991). Listening comprehension: Textual, contextual, cognitive, and affective considerations. Paper presented at the Annual Central States Conference on Language Teaching (23rd, Indianapolis, IN, March 21-24). (ED 332513). DJIGUNOVIC, J. M. (2006). Language anxiety and language processing. In Foster-Cohen, S. H., Krajnovic, M. & Djigunovic, J. M. (Eds), EUROSLA Yearbook 6, p. 191-212. DÖRNEY, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, N. J.: Lawrence Erlbaum. Dyslexia Basics. (2012) The International Dyslexia Association. Baltimore. EHRMAN, M. E., LEAVER, B. L., & OXFORD, R. L. (2003). A brief overview of individual differences in second language learning, System. 31, 313-330. ELKHAFAIFI, H. (2005). Listening comprehension and anxiety in the Arabic language classroom. Modern Language Journal, 89, 206-220. EYSENCK, H. J. (1979). Anxiety, learning and memory: a reconceptualisation. Journal of Research in Personality, 13, 363-385. GREGERSEN, T. & HORWITZ, E. K. (2002). Language learning and perfectionism: Anxious and non-anxious language learners´ reactions to their own oral performance. The Modern Language Journal, 86, 562-570. HASHEMI, M. & ABBASI, M. (2013). The role of the teacher in alleviating anxiety in language classes. International Journal of Applied and Basic Sciences. Science Explore Publications, 4 (3), 2251-838X. HAUCK, M. & HURD, S. (2005). Language learning and perfectionism: Anxious and non-anxious language learners´ reactions to their own oral performance. The Modern Language Journal, 86, 562-570. HORWITZ, E. K. (1986). Preliminary evidence for the reliability and validity of a Foreign Language Anxiety Scale. TESOL Quarterly, 20(3), 559-562. HORWITZ, E. K. (1996). Even teachers get the blues: Recognizing and alleviating teachers´ feelings of foreign language anxiety. Foreign Language Annals, 29, 365-372. HORWITZ, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21(1), 112-126. HORWITZ, E. K., HORWITZ, M. B., & COPE, J. A. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal, 70(2), 125-132. HORWITZ, E. K. & YOUNG, D. J. (1991). Language anxiety: From theory and research to classroom implications. Englewood Cliffs, NJ: Prentice-Hall. KITANO, K. (2001). Anxiety in the college Japanese language classroom. The Modern Language Journal, 85, 549-566. KRASHEN, S. D. (1981). Second Language Acquisition and Second Language Learning. Pergamon Press Inc. KRASHEN, S. D. (1985). The input hypothesis: Issues and implications. Torrance, CA: Loredo Publishing. 98
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