SECOND LANGUAGE LEARNER’S USE OF FORMULAIC LANGUAGE AND ITS IMPACT ON SPEAKING ANXIETY AND COMMUNICATIVE CONFIDENCE

Abstract

The development of communicative competence is the key concern of second language acquisition. Learners develop this ability by using various strategies to maintain their affective factors. Formulaic language used during communication is one of the most widely used strategies which reduces barriers of anxiety and improves communicative confidence. This research aims to investigate how learners use formulaic expressions as a shortcut to overcome hidden speaking anxiety and to appear more confident. This research employs a quasi-experimental approach to prove Krashen's Affective Filter Hypothesis (1982) which claims that affective factors act as barriers and they hinder second language acquisition. The study focuses on the communicative behavior of learners. The sample consists of 30 participants who learn English as a second language which is a considerably sufficient sample size for the experiment. A pre-test and post-test were conducted to drive the experiment. The data about affective variables was collected from the tests and then results of pre-test and post-test were compared. The intervention phase was provided for 3 weeks in which learners were given instructions about formulaic expressions and their use in normal conversation. After the tests, the study showed that formulaic expressions help to reduce anxiety and increase communicative confidence. Therefore, it is proved by using Krashen’s hypothesis that learners who experience anxiety face difficulties in communicative tasks and they overcome their fear by using formulaic language.