Factors that significantly impact effective second language acquisition include self-esteem and anxiety. Students with low self-esteem tend to avoid asking questions and often keep to themselves. Meanwhile, high anxiety levels may inhibit interaction with both peers and instructors. Combined, these factors can create barriers that, if not addressed, impede progress in L2 acquisition.
Research indicates that self-esteem strongly correlates with second language achievement (Krashen, 1980). Individuals with higher self-esteem typically demonstrate superior performance as they are less fearful of making mistakes. However, for introverted students, teachers should carefully correct errors without causing embarrassment, as this can discourage further participation.
Anxiety is another critical variable. According to William Twyford (1988), successful language acquisition is often linked to low anxiety levels. Brown (2002) identifies three components of foreign language anxiety:
- Communication apprehension: Difficulty expressing mature thoughts and ideas
- Fear of negative social evaluation: Concern about making a positive impression
- Test anxiety: Worries over academic performance
Anxiety can occur before, during, and after language-related events. Before an event, a learner may experience dread; during the event, they become hyper-aware; and afterward, they may worry about results. This cycle is common among older learners who possess greater self-awareness and might therefore be more sensitive to perceived shortcomings.
In conclusion, self-esteem and anxiety often create barriers to language learning. As an ESL instructor, I plan to help my students overcome these obstacles by closely observing classroom interactions, providing a supportive environment, and encouraging open communication—thus maximizing their potential for success.
