PSYCHOLOGICAL FACTORS AFFECTING PERFORMANCE IN THE PROCESS OF ENGLISH LANGUAGE LEARNING

Abstract

In fluency and understanding of foreign languages, speaking performance is an essential component. The primary purpose of any language is for the speaker to convey meaning to the listener, and for the listener to understand the message that the speaker is conveying. This is why language fluency, one’s ability to convey information correctly and “let a language flow”, is the indicator of success in foreign languages study. In learning or practicing situations in addition apart from a broad vocabulary human psychology plays an important/significant role – fluency depends on the speakers’ confidence and understanding – our human psychology and intellectual ability. The research aims to identify common psychological factors impacting the English speaking performance for the English learners, particularly when communicating with native English speakers. For this research the author analyses the English language learning by students of a non-English medium tertiary institution. The results are revealing: Psychology indeed impacts most students’ English speaking performance. Students believing that they have a strong English vocabulary and grammar, may communicate well during classes, yet when encountering native speakers, may feel insecure. This sense of insecurity lowers their speaking ability. The psychological driver, fear of error in a real situation and worry how they will be perceived by the listener, thus impacts their class-based learning. These emotions distract the speaker, and becomes self-fulfilling in awkward delivery. Like first rides on a bicycle, the novice forgets to peddle for momentum, worries about falling, with the self-fulfilling result that the bicycle starts to wobble. The author offers suggestions to support speakers to overcome their obstacles, towards greater fluency.