Abstract
The assessment of language proficiency from a psycholinguistics perspective has been a subject of considerable interest. Many literatures are devoted for the explanation of certain psychological phenomena related to first language acquisition and foreign language learning like language disorders/impairments, critical/sensitive period and language anxiety.
 This paper sheds the light on foreign language anxiety, which is in my conviction the hardest problem that concerns the foreign language learner as well as the teacher. The origin of this conviction is that foreign language anxiety hampers learner performance on one hand, and on the other hand effects, negatively, the classroom language assessment which in turn sharpens learner’s anxiety more and more. There is a significant negative correlation between foreign language anxiety and classroom language assessment. 
 Three issues are to be tackled in this paper: (i) The implication of ‘anxiety’ as a psychological issue in foreign language learning, (ii) classroom language assessment in Tunisian schools and (iii) the relation between foreign language anxiety and classroom language assessment.
Highlights
ВступMany researches in foreign learning are conducted so as to explain two phenomena related to the language learner.Which is the origin of the dark impression regarding learning a foreign language? Why some language learners are more successful than others are?These inquiries are set in a context of radical rectification in the FLT scope and the shift from the teacher-centered approach to the learner-centered approach. Lopéz (1996) claimed:“In the past, the most questions frequently asked which is the best methodology
Purpose of the study The ultimate aim of this article is to explore the correlation between foreign language learning anxiety and classroom language assessment in Tunisian preparatory schools
While, disguised techniques is used to collect data from the pupils who are unaware that they are being assessed, the undisguised technique is used to collect from learners who are aware they are tested. This technique aims at evaluating the real, the true level of the learners, in this research it aims at revealing the relation between anxiety and classroom language assessment
Summary
ВступMany researches in foreign learning are conducted so as to explain two phenomena related to the language learner.Which is the origin of the dark impression regarding learning a foreign language? Why some language learners are more successful than others are?These inquiries are set in a context of radical rectification in the FLT scope and the shift from the teacher-centered approach to the learner-centered approach. Lopéz (1996) claimed:“In the past, the most questions frequently asked which is the best methodology. Many researches in foreign learning are conducted so as to explain two phenomena related to the language learner. Which is the origin of the dark impression regarding learning a foreign language? Why some language learners are more successful than others are? Teacher asks know can my student best learn the language, the focus was shifted from the teacher to the learners. This has come the realization that each learner is individual with distinct needs learning styles, mental schemata and attitudes. To further complicated matters different style, but an individual learners utilize different approaches to learning at different stages in the learning process” (p. 10)
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