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himself . It is a subjective experience which theindividual conveys to others by verbal reports and other overt expressive behavior.Self2esteem can be categorized into three levels : the first is global self2esteem; the second is situational or specificself2esteem , referring to one’ s appraisals of oneself in certain life situations ; the third is task self2esteem , whichrelates to particular tasks within specific situations. Specific self2esteem refers to second language acquisition ingeneral , and task self2esteem might appropriately refer to one’ s self2evaluation of a particular aspect of the process :speaking , writing , a particular class in a second language , or even a special kind of classroom exercise.Adelaide Heyde in The Relationship between Self2 esteem and the Oral Production of a Second L anguage ( Diss.U of Michigan , 1979) studied the effects of three levels of self2esteem on performance of an oral production task byAmerican college students learning French as a foreign language. She found that all three levels of self2esteemcorrelated positively with performance on the oral production measure , with the highest correlation occurring betweentask self2esteem and performance on oral production measures , and that certain sections of a beginning college Frenchcourse had bet ter oral production and self2esteem scores than other sections after only 8 weeks of instruction. Thisfinding suggests that teachers really can have a positive and influential effect on both the linguistic performance andemotional well2being of the student .  
       C. Anxiety
       Anxiety plays an important role in second language acquisition. It is associated with feelings of uneasiness , self2doubt , apprehension , or worry. Scoveldefined anxiety as “ a state of apprehension , a vague fear …”[3 ]Anxiety isexperienced feelings of anxiousness. Anxiety can be experienced at various levels. At the deepest , or global , level , istrait anxiety which is a more permanent predisposition to be anxious. Some people are predictably and generallyanxious about many things. At a more momentary , or situational level , is state anxiety which is important in aclassroom for a teacher to try to determine whether a student’ s anxiety stems f rom a more global trait or whether itcomes f rom a particular situation at the moment . Anxiety can also be divided into debilitative and facilitative anxiety.In Bailey’ s study of competitiveness and anxiety in second language learning , facilitative anxiety was one of the keysto success , and closely related to competitiveness. Bailey found in her self2analysis , however , that whilecompetitiveness sometimes hindered her progress , at other times it motivated her to study harder. She explained thepositive effects of competitiveness by means of the construct of facilitative anxiety. So a lit tle nervous tension in theprocess is a good thing. Both too much and too lit tle anxiety may hinder the process of success ful second languagelearning. 
       Ⅳ. The Role of Age in SLA  
      Age is an easy variable to identify and is important in the theoretical argument about SLA occurs. Long－termstudies of SLA show that individuals who start learning a second language as children ultimately reach a higher level ofsecond language proficiency. This is particularly true in terms of p本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。