Language anxiety and learner silence in the classroom from a cognitive-behavioral perspective

Abstract Language anxiety plays a key role in language learners’ silent behaviors class (King, 2013). Given its public nature and emphasis on interaction within it, the classroom context significant production of anxiety. Anxious people are more likely to negatively appraise situations, affecting their behavior. That is, it is not just subject content that causes anxiety, also cognitive processes occur from being environment (Clark & Wells, 1995; Horwitz et al., 2010). King (2014) found anxious thoughts often contain feared predictions about social costs speaking worries how peers might evaluate performance. These fears external factors contribute learners becoming inhibited using silence avoid discomfort speaking. Also, while tend have content-specific concerns, for example, making mistakes, self-focused intensified by contextual factors, such as interacting with (Gregersen Horwitz, 2002). This article looks at relationship between behavior cognitive-behavioral perspective, emphasizing dynamic interplay an individual learner can result even most motivated proficient missing opportunities develop skills through target-language interaction.