Patterns of Anxiety and Performative Approaches to Language Learning

Students experience language learning anxiety, which may make it difficult to use and improve their language; the effects of foreign language Anxiety (FLA) on learners of all ages and competence levels have recently drawn the attention of researchers and educators. Optimizing language learning experiences and results requires an understanding of the causes of FLA, its impacts on language learners, and appropriate mitigation methods. The purpose of this thesis is to explore the concept of language anxiety as described in the literature and how it can influence learners in various contexts. It will go on to investigate the relationship between language anxiety and drama or performative approaches to language learning, and to examine the link between language anxiety and performance of various kinds. Students may be worried when it comes to "performing" in a second or foreign language, and as a result, this may create an "affective filter" which could impede language learning. (Krashen, 1985, p. 81). The purpose of this study is to explore: To what extent a group of learners perceived their language anxiety when undertaking a range of performative activities (in class or as part of a drama group)? How the causes of language anxiety in performative learning may be reduced? Whether performative approaches to language learning might help to reduce language anxiety?