Anxiety is the feeling of nervousness, apprehension, and worry; this feeling is aggregated when learners of foreign language face situations that require them to produce the language. Many researchers agree that such a feeling is necessary in order to achieve a great level in learning the language; however, a little anxiety is necessary and much anxiety is harmful and detrimental. Anxiety is a common feeling for all students in learning language; however, it differs in types and the level.  Research has been classified anxiety into three types: trait anxiety, state anxiety, and test anxiety (Zheng, 2008). State anxiety is different from trait anxiety, that is, state anxiety is connected to one thing or one situation, but trait anxiety is connected to different things at the same time.In other words, state anxiety is emotional and bodily reaction to a stimulus, and it is temporarily related to a specific situation and lasts for a short time. Several types of anxiety go under state or situational anxiety These types include fear of negative evaluation, listening anxiety, communicative anxiety, foreign language reading anxiety, and interpersonal anxiety. On the other hand, trait anxiety is related to personality and individual differences, and it is stable all the time; learners with trait anxiety see the world as threatening and they overact in any difficult situation they face while 

This types of Anxiety

 learning the language. Test anxiety, however, can occur in communicative situations and test performance; it is performance anxiety. Sometimes people with test anxiety feel stomachache, tension, headache, shaky, sweaty, or their heart beating (Arnold, J. Ed., 1999, Liu & Huang, 2011, Zheng, 2008).   with test anxiety will face difficulties in concentrating or focusing on the task at hand, which affects negatively on their performance or production of the language. However, the effect of anxiety in learning language achievement is the only thing that matters.  Based on its effects, anxiety has been categorized into two kinds: debilitating anxiety and facilitating anxiety.  Debilitating anxiety is the negative kind of anxiety that hinders and disrupts

                                         Even if the names are different, the manning is one

learning process directly and indirectly. Anxious students who do not perform or participate in the language are impacted directly and they are indirectly impacted through worry and self doubt.  Debilitating or negative anxiety may cause low motivation, negative attitudes and beliefs, and language performance difficulties (Arnold, J. Ed., 1999, Liu & Huang, 2011, Zheng, 2008).  On the other hand, facilitating anxiety (positive) is the kind of anxiety that helps students in their learning language process; in other words, students with facilitating anxiety are more aware and alert in the class.

                                          

References

ifonly. (2010, Jun 12). The 5 types of anxiety disorders. Retrieved from
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Figure 1:http://www.smartdriving.co.uk/Driving/Attitude/Phobia/Driving_phobia.htm

(2013, Mar 16). Anxiety treatment camrose. Retrieved from  http://www.youtube.com/watch?
v=XTkHlabuocY&feature=player_embedded

Arnold, J. (Ed.). (1999). Affect in language learning. Ernst Klett Sprachen.‏Liu, M., & Huang, W. (2011). An exploration of foreign language anxiety and English learning       motivation. Education Research International.

Zheng, Y. (2008). Anxiety and second/foreignlanguage learning revisited. CJNSE/RCJCÉ, 1(1).‏