Abstract:
This study is descriptive and correlational research which attempted to investigate the relationship between
language learning strategies and language learners' anxiety with particular reference to Ataye grade eleven
preparatory school students. For the sake of obtaining full information and as the number of the participants was
manageable (their number is 128), comprehensive (available) sampling technique was employed to select the
participants of the study. The types of instruments employed to gather data were Strategy Inventory for Language
Learning (SILL), which was developed by Oxford ( 1990) and Foreign Language Classroom Anxiety Scale
(FLCAS)-developed by Horwitz et al. (1986). The overall reliability of the present study on SILL was 0. 79 and
that of FLCAS was 0.81. As indicated from the figure of reliability coefficient, the researcher deduced that the
questionnaires were reliable. To analyze the data, SPSS 12.00 software was used. Then, the researcher used
mean, standard deviation and Pearson Product Moment Correlation to analysis the data. Using these statistical
analyses, it was found that Ataye grade eleven preparatory school students generally employed all six strategy
categories at the high (met-cognitive strategies) and moderate level (affective, cognitive, social, memory and
compensation strategies). They used meta-cognitive strategies more frequently and compensation strategies less
frequently. It was also found that participants had communication apprehension, fear of negative evaluation and
general language classroom anxiety. From these anxieties, communication apprehension anxiety was
experienced by the participants, whereas, test anxiety was experienced least. Generally, students used meta
cognitive strategies more frequently and they were anxious when communicated in front of the class
(communication apprehension anxiety). The overall correlation between language learning strategies and
language learners' anxiety indicated that there was insignificant negative correlation between them and there
relationship was weak. The recommendations of the findings are discussed, to help students to be successful
language learner, learner training is useful into regular classroom activities and teachers could give students
frequent and positive feedback in the classroom.
