IntroductionAccording to MacIntyre, et. al (1997, p. 266), “affective factors can systematically influence self-assessment of language competence.” This statement helps me understand my L2 learning and provides motivation for my experience this semester. In this article I will examine the role of anxiety in my concurrent L2 learning and my strategies for managing it. I will also examine the close relationship between my anxiety and my motivation. My Background I grew up in a bilingual household, speaking both English and Tagalog. Furthermore, I have studied five languages ​​both in academic contexts and abroad. It is therefore no surprise that I enjoy studying foreign languages ​​(and have decided to pursue an MA TESOL degree). I am currently enrolled in an entry-level Mandarin course at CCSF. Classes meet once a week for 3 hours. I chose Mandarin as my language because I feel it would help me better understand the students I teach at SFSU and how to better help them learn ESL. Additionally, Mandarin is a useful language to know, given the current state of global affairs. In the classroom There are 30 students in my class, made up of both heritage students (of all levels) and novice students. Since the class is large, there are not many opportunities to work individually with the teacher, which involves a lot of pair or group work. Since there are many heritage language students in the class, I almost always end up working with them on class assignments. One of the most frustrating moments for me this semester was working with this group of students. When working together on tasks (practicing dialogue, completing worksheets), I felt like I couldn't keep up. I... middle of paper... E. K., Horowitz, M. B., & Cope, J. (1986). Anxiety in foreign language class. The Journal of Modern Language, Vol. 70, no. 2, pp. 125-132MacIntyre, P. D., Noels, K. A., & Clement, R. (1997). Biases in self-assessment of second language proficiency: The role of language anxiety. Language Learning, 47:2, pp. 265-287MacIntyre, Peter D. (2002). Motivation, anxiety, and emotion in second language acquisition. In Peter Robinson (Ed.), Individual differences and instructed language learning (pp. 45-69). Amsterdam/Philadelphia: John Benjamins Publishing Company. Noels, K.A., Pelletier L.G., Clement R., and Vallerand R.J. (2000). Why are you learning a second language? Motivational orientations and self-determination theory. Language Learning, 50:1, 57-85.Ortega, L. (2009). Understanding second language acquisition. New York: Hodder Arnold/Oxford