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Researchers have studied the effects of anxiety on foreign language learning since the 1970’s. In spite of substantial advances in teaching methods and techniques, apprehension continues to exist in the university foreign language classroom. This study investigates the perceived levels of anxiety experienced by a randomly-selected sample of beginning foreign language students in a regular university setting. The results indicate that some levels of anxiety were present in beginner classes and that these levels did not decrease after the completion of the second semester of language acquisition. The implication of the findings for anxiety, reduction programs are discussed.

Literature Review
As early as 1973, H.D. Brown predicted that the construct of anxiety was intricately intertwined with self-esteem, inhibition, and risk-taking, and that it played an important affective role in second language acquisition. The definition of anxiety is difficult as it can range from an amalgam of overt behavioral characteristics that can be studied scientifically to introspecting feelings that are epistemologically inaccessible. Common to anxiety is its generally unpleasant nature and its similarity to fear (Lader, 1975). The research into the relationship of anxiety to foreign language learning has provided mixed and confusing results because of the existence of numerous variables that can affect learning. Two of these variables are trait anxiety (an animic state of some individuals to become anxious in any situation), and state anxiety (apprehension experienced at a particular moment in time, for example, having to speak in a foreign language in front of classmates) (Spielberger, 1983). Another variable that may affect language acquisition is the students’ perceptions of their own communicative competence in both native and second language. This effect is compounded by the fact that these students tend to underestimate their competence relative to less anxious students (MacIntyre, Noels and Clement, 1997), and therefore become themselves anxious about their performance. Language learning can also be affected by direct and indirect psychological strategies used by instructors in the classroom. In a setting where the instructor uses a variety of strategies, language learning is facilitated. Thus, direct strategies such as rhyming or using gestures can directly enhance the learning of the foreign language. Indirect strategies, such as planned teaching tasks or increasing cultural awareness, if used by the instructor, can also increase language acquisition (MacIntyre and Noels, 1996), and subsequently reduce apprehension. Another construct related to anxiety in regular foreign language university classes may be related to apathy and disinterest on the part of the students because of inappropriate course content. Most of the studies done on foreign language anxiety at university level have been conducted in special settings; thus, in 1986, Horwitz, Horwitz and Cope conducted a survey among university students that already had shown concern about taking a foreign language class. MacIntyre and Gardner (1991) reported studies in environments not representative of language learning in the regular classroom: One study was conducted on students taking intensive summer school classes, another on a group of adult students enrolled in an intensive summer school program, and yet another on TOEFL students, who, most likely, were anxious a priori as their acceptance to college may have depended on their performance.
The purpose of this study is to investigate and compare the perceived levels of anxiety experienced by a randomly-selected sample of foreign language (Spanish) students in a regular university setting at the beginning of their first semester with the levels of anxiety perceived by a similar sample of foreign language students at the end of their second semester. The study’s main objective is to ascertain the levels of anxiety for the two groups and to find if apprehension diminishes as students progress in the study of the language. If substantial levels of apprehension are found, the discussion of anxiety reduction programs is warranted.

Measurement of Anxiety Level
Anxiety is usually measured in one of three ways: by behavioral tests, where the actions of a subject is observed; by the subject’s self-report of internal feeling and reactions; or by physiological tests, where measures of heart rate, blood pressure, or palmar sweating are taken. Of these three measures, the self-reports and paper-and-pencil tests are not as easily quantifiable as the physiological tests, but they do have an advantage in that they are much more precise in focusing on a specific affective construct, say anxiety, than the physical measures which can only assume to be related to affective involvement. For these reasons, self-report and paper-and-pencil tests have been used more abundantly in applied psychology that the physiological tests (Scovel, 1978). Some of these behavioral tests have been used to measure the effects of anxiety on foreign language acquisition.
Horwitz et al. (1986) developed a 33-item paper-and-pencil questionnaire aimed at measuring levels of anxiety experienced by foreign language students. The Foreign Language Classroom Anxiety Scale (FLCAS) was designed to ask questions reflective of performance-related activities. The authors based the scale on the speculation that the students’ self-perceptions, beliefs, feelings, and behaviors affected the levels of anxiety found in foreign languages.