My college offers classes that help students deal with math anxiety, and I imagine many other colleges offer similar classes for their students. I have taught math to basic skills students and know these classes are necessary. I have, however, never seen any classes offered for grammar anxiety.
Oddly enough this makes sense. Even though students come to the college with grammar skills in just as poor shape as their math skills, I have not seen students demonstrate the same levels of apprehension with English grammar as they have with math. It seems this situation is related to how the different subjects are perceived by the students.
Math is more intimidating and often seen as something of a foreign language that students cannot comprehend without careful study, while English grammar strikes students as being more familiar and is perceived as being a series of isolated rules. A college course in English grammar should cover those rules that we all covered in high school, right?
Most students know that a partial understanding of a certain concept in mathematics can get you into a good deal of trouble since you get no credit for a close but incorrect answer. There might be different approaches to factoring a polynomial or solving for y, but there is only one correct answer at the end of the problem. This idea that you need to learn it all before you can do the problem correctly is what makes some students anxious. In most cases, the anxiety can be alleviated by helping students learn how to break the problems down into workable segments that they can handle. There is no magic to this approach.
My sense is that students are not inherently more capable with English grammar than with mathematics. Students use English more often in daily conversations and in text messaging than they use basic math skills to pay bills or balance checkbooks, but these forms of English usage only act to reinforce simple grammatical structures and make learning grammar at a more sophisticated level more difficult. Chatting with your friends online or sending a few dozen text messages prepares students for understanding English grammar about as well as operating a cash register prepares students for college algebra.
Most students I work with come to a grammar class thinking they already know the English language because they have been using it for as long as they can remember. There really is no issue with anxiety since the students do not realize how little they know about the workings of their mother tongue and how wrong many of the “rules” they were taught in high school really are.
And that is why I am somewhat jealous of the math teachers who often confront a room with many students who are anxious about what they are about to learn. The students know that they do not understand math on the first day. They know learning math is more than memorizing a series of petty rules. And they know it is going to take practice to learn the material.
The students I work with often bring simple rules to the class regarding where to put commas or apostrophes, and these rules must be thrown out before the students can learn how the language actually works. Often these “rules” need to be thrown out again and again. If they do not master the new materials, they fall right back on the old useless “rules” they learned from a teacher who never bothered to show them how simple questions can often have more involved answers and require a more developed understanding.
And so I envy the math anxiety that many math teachers encounter on the first day. Anxiety is, at least, a sign that the students know learning the language is not such a simple matter and is going to require some effort.