Abstract
The way learners communicate is affected by different variables. One of these factors is anxiety which can be influenced by a feeling of crisis (and vice versa). In educational context, anxiety and crisis can be analyzed from the perspective of a personal crisis as well as anxiety crisis. Anxiety and crisis occur in various forms, which can be destructive, helpful, temporary, permanent, etc. A form of anxiety may be dependent on affective factors, such as: risk-taking, tolerance of ambiguity, self-esteem, one’s own beliefs, willingness to communicate, culture shock as well as competitiveness. Moreover, the way nearly all students perform can also be subordinated to individual factors. As a result, all of the learners’ interactions are affected by emotions as well as the classroom environment. It can be noticed in their behavior while an interaction takes place, but also in the quantity and quality of the language they produce. Therefore, the main aim of this paper is to discuss the salient theoretical aspects connected to the crisis caused by anxiety concerning oral performance. Its purpose is also to present the gathered results of the study which was conducted in order to measure how high school learners’ anxiety and anxiety crisis impacts oral performance.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Arikan, K. (n.d.). Anxiety crisis. Prof. Dr. Kemal Arikan. Retrieved April 4, 2020, from https://www.kemalarikan.com/en/anxiety-crisis.html.
Boin, A., Hart, P., & Kuipers, S. (2018). The crisis approach. In H. Rodríguez, W. Donner, & J. Trainor (Eds.), Handbook of disaster research. Handbooks of sociology and social research (pp. 23–38). Springer.
Brammer, L. M. (1985). The helping relationship: process and skills (3rd ed.). Prentice-Hall.
Bundy, J., Pfarrer, M. D., Short, C. E., & Coombs, W. T. (2016). Crises and crisis management: Integration, interpretation, and research development. Journal of Management, 43(6), 1661–1692.
Caplan, G. (1964). Principles of preventive psychiatry. Basic Books.
Chomsky, N. (1965). Aspects of the theory of syntax. MIT Press.
Chomsky, N. (1995). The minimalist program. MIT Press.
Crisis (n.d.). In Oxford English dictionary. Retrieved June 12, 2019, from https://www.oxfordlearnersdictionaries.com/definition/english/crisis_1?q=crisis.
Dakowska, M. (2007). Teaching English as a foreign language. Wydawnictwo Naukowe PWN.
Ellis, R. (1994). The study of second language acquisition. Oxford University Press.
Glass, L. J. (2020, April 3). Coping with an anxiety crisis: How to center yourself. Pivot. Retrieved April 4, 2020, from https://www.lovetopivot.com/manage-anxiety-crisis-signs-ease-stress/
Grinspun, D. (n.d.). Crisis intervention. Nursing best practice guideline: Shaping the future of nursing. Sigma Repository. Retrieved June 12, 2019, from https://sigma.nursingrepository.org/bitstream/handle/10755/335746/Crisis_Intervention.pdf?sequence=6&isAllowed=y
Hari, J. (2018, February 19). The rising depression and anxiety crisis with Johann Hari. Youtube. Retrieved December 12, 2019, from https://www.youtube.com/watch?v=6OAMLR38-AI
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132.
Horwitz, A. (2013). A short history. The John Hopkins University Press.
Komorowska, H. (1978). Sukces i niepowodzenie w nauce języka obcego. Wydawnictwa Szkolne i Pedagogiczne.
Lanceley, F. J. (2003). On-Scene guide for crisis negotiators (2nd ed.). CRC Press.
Nugent, P. M., Green, J. S., Hellmer Saul, M. A., & Pelikan, P. K. (2012). Mosby’s comprehensive review of nursing for the NCLEX-RN examination (20th ed.). Mosby.
Oxford, R. (1992). Who are your students? A synthesis of foreign and second language research on individual differences with implications for instructional practice. TESL Canada Journal, 9, 30–49.
Oxford, R. (1999). Anxiety and the language learner: New insights. In J. Arnold (Ed.), Affect in language learning (pp. 58–67). Cambridge University Press.
Reishaan, A., & Taha, W. A. (2008). The Relationship between competence and performance: Towards a comprehensive TG grammar. Adab Al—Kufa Journal, 1(2), 37–38.
Seeger, M. W., Sellnow, T. L., & Ulmer, R. R. (1998). Communication, organization, and crisis. Communication Yearbook, 21, 231–275.
Stavrakaki, C., & Lunsky, Y. (2007). Depression, anxiety and adjustment disorders in people with intellectual disabilities. In N. Bouras, & G. Holt (Eds.), Psychiatric and behavioral disorders in intellectual and developmental disabilities (2nd ed., pp. 118–120). Cambridge University Press.
The Importance of Having a Support System (2020, August 6). Mental Health First Aid USA. Retrieved August 8, 2020, from https://www.mentalhealthfirstaid.org/2020/08/the-importance-of-having-a-support-system/
TherapyChat (2019, December 11). What is an anxiety attack. Retrieved December 12, 2019, from https://therapychat.com/en-gb/what-is-an-anxiety-attack/
Troup, C. (n.d.). Anxiety crisis: Types, causes, symptoms, risk factors, diagnosis and treatment. Scope Heal. Retrieved December 12, 2019, from https://scopeheal.com/anxiety-crisis/
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2021 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Mikołajewska, J. (2021). The Influence of the Feeling of Crisis and Anxiety on High School Students’ Oral Performance. In: Skweres, A. (eds) Putting Crisis in Perspective. Second Language Learning and Teaching. Springer, Cham. https://doi.org/10.1007/978-3-030-86724-9_7
Download citation
DOI: https://doi.org/10.1007/978-3-030-86724-9_7
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-86723-2
Online ISBN: 978-3-030-86724-9
eBook Packages: EducationEducation (R0)