English as all know is the international communicating linguistic communication which plays a great function in many of import facets of a society. In Malaysia. English as a 2nd linguistic communication after Malay linguistic communication. is non merely used in footings of instruction system. but is extensively used in inter-cultural communicating and professions such as jurisprudence. medical specialty.

technology and of class concern. In this epoch of increasing globalisation. Malaysia will hold to confront with tighter and stiff competition from other foreign states. In conformity to that. Malayan pupils will hold to acquire themselves ready for the approaching fortunes particularly those affecting the use of English.Malayan pupils have been larning English continuously for at least 11 old ages get downing from primary school boulder clay secondary school before inscribing themselves into a third-level instruction. English has been a compulsory topic for pupils in Malaysia in which they need to go through in all the major scrutinies in Malaysia such as UPSR. PMR and SPM.

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In higher instruction. English is used more expressively as full chief and core topics such as medical. jurisprudence. algebra and concern usage English as the chief linguistic communication. Whether it is a local university or a private 1.

English has become the chief beginning of commandment other than going a topic in the course of study. To represent. universities which use English as the medium of linguistic communication such as International Islamic Universities Malaysia ( IIUM ) . which has been an English-medium university since it was foremost established in 1983. require its pupils to go through a standard degree of English before inscribing into the university.

The pupils will be tested once more during their orientation hebdomad on English linguistic communication by undergoing an English Placement Test ( EPT ) . Students who gain flat 6 and below will be placed in English categories till they have reached the criterion of freedom. These English categories are necessary as all the topics taught are in English. These attempts show the importance of English in instruction.

After graduation. pupils who are adept in English will hold a better hereafter as they will be easy employed by transnational companies. One of the job’s specifications in Malaysia is to hold soft accomplishments particularly the ability to pass on in good English. Furthermore. occupation interviews presents are besides conducted in English. Here it is clear that.

in order to hold better opportunities in future. one must hold full assurance in utilizing English linguistic communication.However. English is non the first linguistic communication for most Malayan pupils. Most Malayan pupils use their ain female parent linguistic communication. for illustration Malay linguistic communication. Mandarin and Tamil when pass oning with household and friends.

This will do their English linguistic communication accomplishments to decompose if it is continuously being practiced which will subsequently on lead to anxiousness in the procedure of larning English.After a lower limit of 11 old ages of analyzing English in both the primary and secondary schools. pupils in the Centre for Foundation Studies ( CFS ) .

IIUM still have troubles in utilizing the linguistic communication efficaciously. For illustration. a survey by Mohd Hilmi Bin Hamzah ( 2007 ) in CFS. “in Semester 1. 2006/2007. more than 40 % of the pupils taking first degree English obtained grade “D” in their documents.

while merely 5 % of them obtained an “A”” . This shows that the pupils have non yet mastered the linguistic communication before come ining the university. The author added that despite of holding English Intensive Class Programme and excess categories by single English lectors. the degree of English proficiency remains disappointing. With the increasing use of English globally. it is truly necessary to happen out the factors which may impede English linguistic communication acquisition. One of the factors which has non been paid attending to is linguistic communication larning anxiousness.

“Anxiety is a major factor that affects second/foreign linguistic communication learning” ( Mohammad Javad Riasati. 2011 ) . He besides states that degrees of anxiousness differ from one person to another but is ever present.

Most of today’s instruction and economic system uses English as the linguistic communication of commandment. For that ground. it is truly of import to happen out the factors which affect anxiousness and ways to cut down it to increase the public presentation of an English linguistic communication scholar.Different pupils have different proficiency degrees in English linguistic communication accomplishments viz. reading. composing. hearing and speech production.

With that ground. different pupils will besides meet different degrees of anxiousness for all those accomplishments. One pupil may experience more dying in talking while the other in composing. As all of these four accomplishments are needed to be mastered in order to be adept in English. even by losing assurance in merely one of it might do troubles in transporting out undertakings in both instruction and occupation.This survey will assist both the pedagogues and scholars of English linguistic communication in CFS. IIUM. The instructors will acquire information about the factors doing anxiousness among pupils.

They will besides be given information on the rank of students’ anxiousness in possessing the 4 linguistic communication accomplishments viz. composing. listening. reading and speech production so that the instructors will see about which one of these 4 linguistic communication accomplishments should be given more attending to. Last but non least. the findings of this survey will assist both the pupils and instructors to plan a suited scheme on ways to cut down anxiousness in order to increase the public presentation of get the hanging English linguistic communication.

This survey specifically addresses the following 3 research inquiries:1 ) Which linguistic communication accomplishment viz. composing. listening. speech production and reading creates the highest anxiousness degree among pupils in CFS.

IIUM?2 ) What are the factors that are likely to do anxiousness?3 ) What are the ways used by the pupils to cut down anxiousness?The aims of this survey are as follows:1 ) To place specific linguistic communication accomplishment in which pupils in CFS. IIUM feel most dying.2 ) To place the factors which are more likely to do anxiousness.3 ) To place the ways pupils use to cut down anxiousness.

Harmonizing to Hansen ( 1977 ) . anxiousness is “an experience of general edginess. a sense of predicting. a feeling of tension” ( p. 91 ) .

Anxiety is a type of psychological phenomena and scopes from mixture of unfastened positions of behavioural ascription.Due to anxiety’s impact on the students’ public presentation in larning English as a 2nd linguistic communication. it has been continuously studied by many research workers. Learning a 2nd linguistic communication will do consciousness among the scholars that they are utilizing a linguistic communication which they have non yet mastered to pass on ( Toth. 2011 ) . This phenomenon will take to many approaching jobs the scholars have to confront in utilizing English as they have non wholly accepted a 2nd linguistic communication as a portion of their lives. This is harmonizing to Cohen and Norst ( 1989 ) “ linguistic communication and self/identity are so closely edge.

if so they are non one and the same thing. that a sensed onslaught on one is an onslaught on the other” ( p. 76 ) . This will somehow lead pupils of English scholars to experience less gratifying during their category.Few surveies conducted about the factors that affect anxiousness are communication apprehensiveness ( McCroskey. 1970 ) . fright of negative rating ( Watson & A ; Friend. 1969 ) and trial anxiousness ( Sarason.

1978 ) . Communication apprehensiveness for illustration is the trouble in understanding teacher’s instructions. negative rating for illustration is the fright of rectification and last but non least. illustration of trial anxiousness is the fright of neglecting in the category. Harmonizing to Young ( n. d. ) . linguistic communication anxiousness is caused by “ ( a ) personal and interpersonal Anxiety.

( B ) scholar beliefs about linguistic communication acquisition. ( degree Celsius ) teacher beliefs about linguistic communication instruction. ( vitamin D ) instructor-learner interactions. ( vitamin E ) schoolroom processs and ( degree Fahrenheit ) linguistic communication testing” ( Mohammad Javad Riasati.

2011. p. 908 ) .The 4 linguistic communication accomplishments viz. composing. speech production. reading and authorship dramas critical function in assisting pupils to achieve proficiency in English Language. A survey of anxiousness in larning English as a foreign linguistic communication by Wilson ( 2006 ) and Mohd Hilmi Bin Hamzah ( 2007 ) have included the findings on linguistic communication accomplishments.

Wilson ( 2006 ) states that “…anxiety might exercise a hurtful influence on linguistic communication accomplishment and every bit intuitively. that hapless linguistic communication accomplishment might elicit even more anxiety” ( p. 25 ) . In Wilson’s ( 2006 ) research. although a four-skills attack is used ( taking in listening.

talking. composing and reading ) the unwritten accomplishment was emphasized. This shows that most pupils are afraid of talking English as a 2nd linguistic communication during category.In his survey. Young ( 1991 ) interviewed Krashen who stated that instructors frequently expect new pupils to execute beyond their outlooks which increases the degree of anxiousness among pupils.

This will farther deter the pupils to utilize English in their lives. “ A pupils who believes that one must ne’er state anything in English until it can be said right will likely avoid talking most of the time” ( Khairi Izwan Abdullah and Nurul Lina Bt. Abdul Rahman. n. d. ) . An arouse of linguistic communication anxiousness from different linguistic communication accomplishments such as authorship.

hearing. reading. speech production and grammar have farther been studied by Brantmeier ( 2005 ) . Hussein Elkafaifi ( 2005 ) . Greyersen and Horwitz ( 2002 ) and Casado ( 2001 ) . This will take the scholars to execute ill particularly in speech production.The feeling of anxiousness demands to be treated to avoid pupils that have been affected by this job to be carried away into some other serious jobs. In some surveies.

it was found that anxiousness degrees were highest during the early phases of linguistic communication acquisition and lessened at an advanced degree. This has been concluded by MacIntyre and Gardner ( 1991. p. 111 ) . “an experience and proficiency addition. anxiousness declines in a reasonably consistent manner” .

This means that if pupils keep on practising all the linguistic communication accomplishments of English by reading books. listening to English vocals. composing web logs and pass oning in English continuously. they will be able to get the better of the feelings of anxiousness and will execute better.MethodologyThe chief intent of this survey is to look into the degree of English larning Anxiety among the pupils of Centre for Foundation Studies ( CFS ) .

International Islamic University Malaysia ( IIUM ) . A population from CFS. IIUM was chosen to place the specific linguistic communication accomplishments in which pupils in CFS. IIUM feel most dying. the factors which are more likely to do anxiousness and the ways the pupils use to cut down anxiousness. Data for this research was collected through a set of questionnaire.

This research employed the usage of questionnaire research methodological analysis. The instrument used to roll up the information was a questionnaire incorporating nine inquiries. The questionnaire was passed to thirty pupils of the CFS. IIUM indiscriminately where its range of distribution was non limited on a certain class. degree of survey. age or gender.

To guarantee that the inquiries were to the full understood by the pupils. a brief debut about the subject was provided at the top of each questionnaire.