A Model of Instruction for Anxiety and Success in ELT

Abstract

Problem Statement: Much research has revealed that high levels of anxiety acts as an inhibitor in foreign language learning and leads to decrease in success level.
Purpose of Study: In this paper, a model of instruction for anxiety and success in teaching grammar in ELT is proposed. The aim of the model is to decrease levels of anxiety while increasing success level in EFL contexts by presenting three basic components for study skills deficits, cognitive interference and information processing, based on the assumptions of different and complementing anxiety models.
Method: Examples of activities for the components as well as suggestions for further research are presented in this paper.
Findings: The cognitive interferences and deficits in study skills combine and effect different stage of human information processing system such as input, processing and output.
Conclusion and Recommendations: Although limited amount of anxiety is useful, known as Yerkes-Dodson Law (Morgan, 2006), excessive level of anxiety inhibits learning and success. The relationship between anxiety and success has been studied in a great body of research and models to explain the relationship between anxiety and success, some of which complement each other, have been proposed.

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