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Page 1: Anxiety Combine
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AnxietyAnxiety

“an Individual Difference in “an Individual Difference in SLA”SLA”

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Presented To:Presented To:

Venerable Venerable Prof.Dr.Mamuna Prof.Dr.Mamuna GhaniGhani

The ChairpersonThe ChairpersonDepartment of Department of

English, English, The Islamia University The Islamia University

Bahawalpur.Bahawalpur.

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Presented By:Presented By:

Muhammad Asif Muhammad Asif KhanKhan

Saqib AftabSaqib AftabHamza NiazHamza Niaz

&&Sajid ShaikhSajid Shaikh

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Anxiety

IntroductionDuring the last 3 decades, researchers extensively studied the role of emotional variables in a Second/Foreign Language

Learning/ Teaching

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Variables

Temperament , Aptitude, Personality, Age, Sex, Motivation, Creativity, Self esteem, Learner’s Belief &

Anxiety

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ResearchersResearchersScovel 1978, Schumman 1975,1998,Ely 1986Horwitz & Cope 1986 Krashan 1985, MacIntyre & Gardner 1991,1992,1994Young 1999Arnold & Brown 1999Spielmann & Rodnofsky 2001Dewaelee 2002Chamorro-Permuzic & Furnham 2003&Dornyei, Zoltan 2005

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DefinitionDefinition1.1. “Anxiety is a stage of “Anxiety is a stage of apprehension a vague fear apprehension a vague fear that that is only indirectly associated with is only indirectly associated with its its object……… it is generated object……… it is generated through the arousal of through the arousal of the limbic the limbic system, the primitive, subcortal system, the primitive, subcortal “chassis” “chassis” of the cerebrum, which of the cerebrum, which plays an important, indirect plays an important, indirect role in many kinds of human role in many kinds of human enterprises, including enterprises, including communication”. communication”. Scovel Scovel (1978:134)(1978:134)

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2.“language anxiety is the 2.“language anxiety is the feeling of tension and feeling of tension and apprehension specifically apprehension specifically associated with second associated with second language contexts, including language contexts, including speaking, listening and speaking, listening and learning.” learning.” Macintyre & Gardner Macintyre & Gardner (1994:284)(1994:284)

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3.3. “Negative predicator of “Negative predicator of achievement is anxiety.” achievement is anxiety.”

GliksmanGliksman

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Why such high rates ofanxiety?• Difficulties with emotion regulation• Changes in routine• Changes in expectations• Apprehension in social situations• Fear of future change• Poor understanding of occurrences in Surroundings-Change

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What is Stress?• The most commonly accepted definition ofstress (mainly attributed to Richard SLazarus) is that stress is a condition orfeeling experienced when a personperceives that “demands exceed thepersonal and social resources theindividual is able to mobilize.”• Fight and flight response

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Negative Consequencesof Anxiety• Anxious, jumpy and irritable• Reduces ability to work effectively• Intense focus on threat reduces ability to makejudgments by drawing information from manysources• More accident prone• Long term health risks both psychological andphysical• Few situations in day to day life where this isuseful• Needs to be kept under control

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Before Anxiety

After feeling Anxiety

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Anxiety in AspergerSyndrome• Children, adolescents and adults with ASexperience high levels of anxiety

• Studies have found that children with ASexperience levels of anxiety more similarto children with diagnosed anxietydisorders than to non-anxious children(Kim et al., 2000; Sofronoff & Russell,2005)

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Presence of Anxiety1.Input

2.Processing

3.Output

Anxiety affects Four Skills1.Speaking

2.Reading

3.Writing

4.listening

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ClassificationClassification

Anxiety

Facet 1 Facet 2

Facilitating Anxiety

DebilitatingAnxiety

Trait Anxiety State AnxietySituation Specified Anxiety

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Types of AnxietyTypes of Anxiety1.1. Trait AnxietyTrait Anxiety

“a more permanent predisposition to be “a more permanent predisposition to be anxious. It anxious. It is related to learner’s Personality.”is related to learner’s Personality.”

(Scovel, p. 137).(Scovel, p. 137).

2.2. State AnxietyState Anxiety

“apprehension that is experienced at a “apprehension that is experienced at a particular particular moment in time as a response to a moment in time as a response to a definite definite situation” situation” (Spielberger 1983)(Spielberger 1983)

3.3. Situation Specific AnxietySituation Specific Anxiety

“the anxiety which is aroused by a specific “the anxiety which is aroused by a specific type of type of situation or event such as Public situation or event such as Public Speaking,Speaking, Examination or class Examination or class participation.”participation.”

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State Anxiety

Trait AnxietySituation Specific Anxiety

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Facilitating Facilitating vsvs debilitating anxiety debilitating anxiety

• ““Facilitating anxietyFacilitating anxiety motivates the learner to motivates the learner to ‘fight’ the new learning task; it gears the ‘fight’ the new learning task; it gears the learner emotionally for approval behavior. learner emotionally for approval behavior.

Example:-Example:-

Student work hard and Passes Student work hard and Passes the exam. the exam.

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Debilitating AnxietyDebilitating Anxiety

• motivates the learner to ‘flee’ the new learning motivates the learner to ‘flee’ the new learning task; it stimulates the individual emotionally to task; it stimulates the individual emotionally to adopt avoidance behavior” -- Scovel, T. (1978).adopt avoidance behavior” -- Scovel, T. (1978).

The effect of affect on foreign language learning; A The effect of affect on foreign language learning; A review of the anxiety research. review of the anxiety research. Language Language Learning, 28Learning, 28, 129–142, p. 139., 129–142, p. 139.

• It causes the learner to ‘flee’ the learning task.It causes the learner to ‘flee’ the learning task.

Example:-Example:-run away from exams.run away from exams.

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Study of Situational Anxiety in SLA by Study of Situational Anxiety in SLA by Horwitz and young (1991: Collection of Horwitz and young (1991: Collection of Papers on anxiety in classroom Papers on anxiety in classroom

setting.)setting.) Types

of Research

Type B Research Type D Research

Series of Events togetherDiaries of students

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Research QuestionsResearch Questions

• What Causes State or Situational What Causes State or Situational Anxiety?Anxiety?

• What effect does anxiety have on What effect does anxiety have on Learning?Learning?

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Bailay (1983)’s Diaries Bailay (1983)’s Diaries ResearchResearch

Sources of AnxietySources of Anxiety1.1. Comparison with Other Students. Comparison with Other Students.

2.2. Expectation from Teacher.Expectation from Teacher.

3.3. TestTest

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Teacher’s threatening Teacher’s threatening QuestionsQuestionsMonique, a student’s DiaryMonique, a student’s Diary

““I was quite frightened when asked questions I was quite frightened when asked questions again I don't know why; the teacher does not again I don't know why; the teacher does not frighten me, but my mind is blocked when I am frighten me, but my mind is blocked when I am asked questions. I fear lest I give the wrong asked questions. I fear lest I give the wrong answer and will discourage the teacher as well answer and will discourage the teacher as well as be the laughing stock of the class may be. as be the laughing stock of the class may be. Anyway, I felt really stupid and helpless in Anyway, I felt really stupid and helpless in class”class”

(Ellis 1989a:257)(Ellis 1989a:257)

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Sources of AnxietySources of Anxiety

1.1. Culture ShockCulture Shock

2.2. Language ShockLanguage Shock

3.3. Personality ShockPersonality Shock

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1.1. Culture ShockCulture Shock

• Learner can also experience anxiety Learner can also experience anxiety as a result of fear in target Culture. as a result of fear in target Culture. ”Culture Shock””Culture Shock”

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2.2. Language ShockLanguage Shock

• While learning a second/ new While learning a second/ new language, learner feels anxiety.language, learner feels anxiety.

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3. Personality Shock3. Personality Shock

• ‘‘MatsumotoMatsumoto’ lists the affective states ’ lists the affective states associated with this source of anxiety:associated with this source of anxiety:

• Emotional regressionEmotional regression• PanicPanic• AngerAnger• Self-PitySelf-Pity• IndecisionIndecision• SadnessSadness• AlienationAlienation

•Reduced Personality.Reduced Personality.

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Sources of Anxiety.Sources of Anxiety.Foreign Language Foreign Language

Classroom Anxiety ScaleClassroom Anxiety Scale(FLCAS)(FLCAS)

• Horwitz & Cope (1986) developed a Horwitz & Cope (1986) developed a foreign language anxiety scale based on foreign language anxiety scale based on conversation with beginner learners who conversation with beginner learners who identified themselves as anxious. This identified themselves as anxious. This questionnaire consists of 33 items questionnaire consists of 33 items relating to the 3 general sources of relating to the 3 general sources of anxiety.anxiety.

1.1. Communication apprehensionCommunication apprehension2.2. TestsTests3.3. Fear of Negative EvaluationFear of Negative Evaluation

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A Student’s CommentsA Student’s Comments

““I tremble when I know I am going to I tremble when I know I am going to be called on in language class. I keep be called on in language class. I keep thing that other students are better thing that other students are better at language then I am . I get nervous at language then I am . I get nervous when I don't understand every word when I don't understand every word the language teacher says”the language teacher says”

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5 Point Scale for measuring 5 Point Scale for measuring AnxietyAnxiety

MacIntyre & Gardner (1991 MacIntyre & Gardner (1991 b)b)• Strongly agreeStrongly agree

• AgreeAgree

• NeutralNeutral

• DisagreeDisagree

• Strongly-disagreeStrongly-disagree

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““Title Claims that ESL students" Title Claims that ESL students" experience a kind of anxiety that experience a kind of anxiety that is related to is related to test anxietytest anxiety, , fear of fear of negative evaluationnegative evaluation, and , and communication apprehensioncommunication apprehension””(Title 1997)(Title 1997)

“a similar study was done on ESL “a similar study was done on ESL Language anxiety in Mexican Girl Language anxiety in Mexican Girl by Eleni by Eleni Pappamihiel”(Pappamihiel 2001)Pappamihiel”(Pappamihiel 2001)

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Many of the Studies showed that Many of the Studies showed that learner with low anxiety learns learner with low anxiety learns better.better.“the student who feels at ease in “the student who feels at ease in the classroom and likes the the classroom and likes the teacher may seek out more teacher may seek out more intakes by volunteering----- and intakes by volunteering----- and may be more accepting of the may be more accepting of the teacher as a source of input.”teacher as a source of input.”(Krashen 1981:23)(Krashen 1981:23)

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MacIntyre & GardnerMacIntyre & Gardner

Anxiety

Language Anxiety is a Kind of Anxiety

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Model of the role of anxiety in Model of the role of anxiety in language learning based on language learning based on MacIntyre & Gardner (1989a)MacIntyre & Gardner (1989a)

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StageStage Type of AnxietyType of Anxiety Effect on Effect on LearningLearning

BeginneBeginnerr

Very Little- Restricted Very Little- Restricted to stage anxietyto stage anxiety

NoneNone

Post-Post-BeginneBeginnerr

Situation anxiety develops if Situation anxiety develops if learner develops negative learner develops negative expectations based on bad expectations based on bad learning experiences.learning experiences.

Learner expect Learner expect to be nervous to be nervous and performs and performs poorlypoorly

LaterLater Poor performance and Poor performance and continued bad learning continued bad learning experiences result in experiences result in increased anxietyincreased anxiety

Continued poor Continued poor performanceperformance

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MacIntyre & Gardner’s (1991b) MacIntyre & Gardner’s (1991b) HypothesisHypothesis

Effect on learning ProcessEffect on learning Process • inputinput• ProcessingProcessing

•Out-putOut-put Anxiety Badly effects Anxiety Badly effects Output as compared to Output as compared to Input or ProcessingInput or Processing

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Interaction among Anxiety and Interaction among Anxiety and other individual differencesother individual differences

Interaction between level of anxiety Interaction between level of anxiety and IQ level. and IQ level.

“ “Higher states of anxiety facilitate learning at Higher states of anxiety facilitate learning at upper levels of intelligence, whereas they are upper levels of intelligence, whereas they are associated with poorer performance at lower associated with poorer performance at lower IQ levels” (Scovel, p. 136).IQ levels” (Scovel, p. 136).

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Individual Differences in SLA: Individual Differences in SLA:

Affective Domain Affective Domain

Anxiety is one of many affective factors that may Anxiety is one of many affective factors that may influence SLA. influence SLA.

Other affective factors include:Other affective factors include:

•self-esteemself-esteem

•risk takingrisk taking

•sensitivity to rejectionsensitivity to rejection

•empathyempathy

•motivationmotivation

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Individual Differences in SLA: Individual Differences in SLA:

Methods / AffectMethods / Affect

One dominant methodology for SLA studies of the One dominant methodology for SLA studies of the affective domain; Elkhafaifi is no exception:affective domain; Elkhafaifi is no exception:

Correlation researchCorrelation research

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Individual Differences in SLA: CorrelationIndividual Differences in SLA: Correlation

In correlation studies, researchersIn correlation studies, researchers

•develop an instrument / questionnaire to measure develop an instrument / questionnaire to measure some aspect of difference (e.g., level of anxiety); some aspect of difference (e.g., level of anxiety); this is called “self-report” data.this is called “self-report” data.

•test students on some aspect of language test students on some aspect of language proficiency (vocabulary skills, e.g.), andproficiency (vocabulary skills, e.g.), and

•examine the two for strength of correlation, as in:examine the two for strength of correlation, as in:

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Instruments in Individual Differences in SLA: Instruments in Individual Differences in SLA:

Instruments for affective SLA studies include:Instruments for affective SLA studies include:For For extroversion / introversionextroversion / introversion,,•Eysenck Introversion – Extroversion ScaleEysenck Introversion – Extroversion Scale•Marlowe – Crowne Scale of Reserved – Outgoing Marlowe – Crowne Scale of Reserved – Outgoing PersonalityPersonalityFor For anxietyanxiety,,•Sarason Text Anxiety ScaleSarason Text Anxiety Scale•Manifest Anxiety ScaleManifest Anxiety Scale•Foreign Language Classroom Anxiety ScaleForeign Language Classroom Anxiety Scale•Foreign Language Listening Anxiety ScaleForeign Language Listening Anxiety ScaleFor For sensitivitysensitivity,,•Mehrabian Sensitivity to Rejection ScaleMehrabian Sensitivity to Rejection Scale

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Instruments in Individual Differences in SLA: Instruments in Individual Differences in SLA:

Instruments for affective SLA studies include:Instruments for affective SLA studies include:

For For empathyempathy,,

•Hogan Empathy ScaleHogan Empathy Scale

•Micro-Momentary Expression Test (facial Micro-Momentary Expression Test (facial expressions)expressions)

For For tolerance of ambiguitytolerance of ambiguity,,

•Budner Scale of Tolerance – IntoleranceBudner Scale of Tolerance – Intolerance

For For motivationmotivation,,

•Attitude / Motivation Test BatteryAttitude / Motivation Test Battery

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Individual Differences in SLA: Individual Differences in SLA: Self-Report DataSelf-Report Data

In correlation studies of SLA affect, informants In correlation studies of SLA affect, informants provide information about themselves (about their provide information about themselves (about their anxiety, tolerance for ambiguity, motivation, and so anxiety, tolerance for ambiguity, motivation, and so on) by completing the instrument (a questionnaire). on) by completing the instrument (a questionnaire). The results are called “self-report data.”The results are called “self-report data.”What are the pros and cons of self-report data?What are the pros and cons of self-report data?AdvantagesAdvantages: they provide a fast and easy way of : they provide a fast and easy way of categorizing informants’ affective characteristics.categorizing informants’ affective characteristics.We could categorize informants ethnographically We could categorize informants ethnographically (through observation), but this would require a (through observation), but this would require a considerable investment in time and resources.considerable investment in time and resources.Self-report data represent a trade-off for Self-report data represent a trade-off for researchers in time-energy-accuracy.researchers in time-energy-accuracy.

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Individual Differences in SLA: Self-Report DataIndividual Differences in SLA: Self-Report Data

DisadvantagesDisadvantages: :

Hawthorne effect:Hawthorne effect: Informants may provide data Informants may provide data they think the researcher wants to receive.they think the researcher wants to receive.

Self-flattery syndrome:Self-flattery syndrome: They may provide data that They may provide data that present themselves favorably, but which may be present themselves favorably, but which may be inaccurate.inaccurate.

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Individual Differences in SLA: CorrelationIndividual Differences in SLA: Correlation

Self-report data are then correlated with some Self-report data are then correlated with some measure of SLA success (test scores, typically), so measure of SLA success (test scores, typically), so that researchers can draw conclusions about the that researchers can draw conclusions about the relationship between affect (extroversion, self-relationship between affect (extroversion, self-esteem, anxiety, and so on) and success in SLA.esteem, anxiety, and so on) and success in SLA.

Remember what correlation is not:Remember what correlation is not:

CausationCausation

Correlation simply shows a relationship between Correlation simply shows a relationship between two things, not that one causes the other. With that two things, not that one causes the other. With that in mind, what is wrong with this statement?in mind, what is wrong with this statement?“The majority of studies support the view that “The majority of studies support the view that anxiety contributes to poor performance, not the anxiety contributes to poor performance, not the reverse” (Elkhafaifi, p. 208).reverse” (Elkhafaifi, p. 208). 47

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Alpha & Omega

Anxiety is one of the main Blocking

Factor in the Process

of Effective Language Learning.

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Latest Works On Latest Works On AnxietyAnxiety

•Sonstroem & BernardoSonstroem & Bernardo•Macintyre 2002Macintyre 2002•Chamorro-Premuzic and Furnham 2003aChamorro-Premuzic and Furnham 2003a•Dewaele 2002Dewaele 2002•Horwitz 2001Horwitz 2001•Young 1999Young 1999•Scovel 2001Scovel 2001•Rodrigues and Abreu 2003Rodrigues and Abreu 2003•Spielmann & Rannofsky 2001Spielmann & Rannofsky 2001A practical guide to creating a low-anxiety A practical guide to creating a low-anxiety classroom atmosphereclassroom atmosphere..•Larsen Freeman 2000Larsen Freeman 2000

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Now,

Mr. Hamza Niaz

Would share

“Role of Parents in Anxiety”

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Role of Parents in Role of Parents in AnxietyAnxiety

““the best predicator of the best predicator of how a child will cope with how a child will cope with stress is how the parents stress is how the parents cope.”cope.”(Stolberg, 2002)(Stolberg, 2002)

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““If a stressed mother slams If a stressed mother slams the door and throws down the door and throws down her keys, she is teaching her keys, she is teaching her child one way to relieve her child one way to relieve her stress……if she goes her stress……if she goes out for a jog, meditates or out for a jog, meditates or practices yoga, she is practices yoga, she is teaching other ways.” teaching other ways.” (Stolberg, 2002)(Stolberg, 2002)

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Parents are Role Model for Parents are Role Model for Children.Children.

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The Parents should not quarrel in front of children.

Because it is a big cause of anxiety in children and may also enhance anxiety already present in children.

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It has been observed that performance of the children in the class is deeply affected by the disturbed home environment.

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I would like to invite Mr. Saqib Aftab to continue.

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Horwitz et al (1991)Horwitz et al (1991)

•Educational anxiety is Educational anxiety is different form other different form other anxieties.anxieties.

•Anxiety badly affects SLAAnxiety badly affects SLA

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Teacher’s Role in Teacher’s Role in Class-Room AnxietyClass-Room Anxiety

1.1. State of equilibrium in Class.State of equilibrium in Class.2.2. Positive Thinking towards Positive Thinking towards StudentsStudents3.3. EncouragementEncouragement4.4. Overlook Student’s mistakesOverlook Student’s mistakes5.5. Stress free environment.Stress free environment.

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Remedies of AnxietyRemedies of Anxiety

• Stress relieving exercisesStress relieving exercises

• Yoga exercisesYoga exercises

• Breathing exercisesBreathing exercises

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I would like to I would like to invite invite Mr. Muhammad Asif Mr. Muhammad Asif

KhanKhan to Continue.to Continue.

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Let’s Let’s RecapitulateRecapitulate

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QuestionsQuestions

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What is anxiety?What is anxiety?

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Ans. Stress or TensionAns. Stress or Tension

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Q.2. What are the Types of Q.2. What are the Types of Anxiety? Anxiety?

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Ans. Ans.

Trait Anxiety Trait Anxiety State AnxietyState AnxietySituation Specific Situation Specific Anxiety.Anxiety.

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Q. 3. what is Trait Anxiety?Q. 3. what is Trait Anxiety?

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Ans. Ans.

Permanent Anxiety in Permanent Anxiety in your Personality.your Personality.

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Q. 4. What is State Anxiety?Q. 4. What is State Anxiety?

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Ans. Ans. Which isWhich is experienced at a experienced at a

particular moment in time particular moment in time as a as a response to a definite response to a definite

situationsituation

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Q. 5. What is Situation Specific Q. 5. What is Situation Specific Anxiety?Anxiety?

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Ans. Ans.

“the anxiety which is aroused “the anxiety which is aroused by a specific by a specific type of situation or type of situation or event such as Public Speaking, event such as Public Speaking, Examination or class Examination or class participation.”participation.”

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