Abstract:
Language is a system for communication, for that reason it is evident that communication skills
are a big part of learning a language. Therefore, speaking is therefore a central part of English
lessons in schools today. However, to make students speak the target language is not always
easy and there can be several different reasons why this is the case.
The current study investigates one possible reason, namely speaking anxiety and its influence on
learners and second language acquisition of Harbu Chulule Preparatory School with reference
to grade 11. The study’s purpose was to examine how a teacher can encourage students to
communicate orally and escape speaking anxiety that may have debilitating effect on their
speaking.
Mixed research method was used to investigate the study. Populations of the study were 44
randomly selected learners and 2 English teachers of grade 11 were purposively selected.
Questionnaire, Interview and Observation were used to collect data. The findings showed that
most students do experience anxiety which had a debilitating effect on foreign language
speaking.
Sources of anxiety provoking factors were discussed in this study to create awareness of anxiety
in speaking foreign language. For example, lack of self-confidence, incomprehensible input and
lack of pre preparation were found the great contributors of communication apprehension. The
study shows that speaking anxiety is not a prioritized problem in schools, a reason can be that
speaking anxiety is not seen as a problem concerning language teaching since it can be
considered as a social difficulty.
In order to encourage speaking in a classroom, it is important to strive for a pleasant
atmosphere where every student can feel relaxed and motivated to communicate orally. Learners
can alleviate speaking anxiety by being prepared well, relaxed and resigned. Teachers can help
anxious learners through praising, having good rapport with students, giving psychological
treatments and using good techniques to correct errors.
