Previous research has suggested that anxiety causes second language students to withdraw from participation in language class. Furthermore, student participation in negotiated interaction is claimed to be vital to tho acquisition process as attempts to resolve communication breakdowns and work toward mutual comprehension make acquisition more effective. It has been suggested that the soiution to the anxiety problem and its resulting lack of participation may be found in teaching methodologies that move away from the more traditional, teacher-fronted classrooms and concentrate more on student-centered, cooperative learning techniques. The results of this study conñrmed thal these techniques reducc the levels of foreign language classroom anxiety and increase the frequency of classroom participation. However, no significant difference was found that demonstrated that greater participation led to greater language proficiency.