GUY RIDGEON -

APPROACHING, ANALYZING AND ALLEVIATING LANGUAGE ANXIETY ATTACKING XENOGLOSSOPHOBIA : LITERACY AND 21ST CENTURY SKILLS IN ELT

Anxiety associated with foreign or second language learning and communication has long been in the focus of researchers. It has been investigated in the broader context of individual learner differences; potentially responsible for different success rates in language learning for more than forty years (Dörnyei, 2005; Horwitz, 1990, Tòth, 2008). Instruments have been developed to measure general and skill specific types of anxiety arising in the context of learning a new language (Gardener 1985; Horwitz et al., 1986; Kim, 2000; Mac Intyre, 1988; Saito, Horwitz, & Garza, 1999). However; this paper attempts to look at the issue from an action research perspective i.e. a less pedagogical approach per-se to see what I, the researcher, can do to lessen the language anxiety of my students in my classes. It is hoped by identifying the issues that cause the anxiety, both real and imagined, that I can introduce an intervention that disrupts negative patterns in the traditional or classical classroom environment and adapt teaching methods accordingly to create, as much as possible, an anxiety free learning environment.

RIDGEON Guy Guy Ridgeon was born in Cambridge in the U.K but has lived and taught in Thailand for more than fifteen years. He is currently head of the language centre at Dusit Thani College Bangkok where he is responsible for the language testing of the undergraduates and for monitoring the English language proficiency of members of faculty and non-teaching college staff. His particular areas of interest are of passive disengagement, motivation, and language anxiety.