Abstract
According to theory, language learners improve and progress along a natural order when they receive consistent second language input that is one step beyond their current stage of linguistic competence (Krashen, 1981). Thus, in order to advance second language competence in students, S/FL teachers should maximize teacher use of the target language in the classroom and provide ample opportunities for students to speak and listen to the others exclusively in the target language. However, affective barriers to oral language production such as public performance anxiety and authentic self-representation can cause impediments which complicate the language learning process.
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