IntroductionLanguage anxiety is always present in every individual who is not a native [speaker] of such a language and certainly of the culture , which he or she is about to know enter. Anxiety is a general concept, a phenomenon that affects people around the world, regardless of age, gender or race. Various explanations of anxiety in the past, from simple ones, proposed by Freud (1963) who defined anxiety as “1) a specific unpleasant quality, 2) efferent or discharge phenomena, and 3) the perception of these”, to those more complex definitions that define anxiety as “an unpleasant emotional state characterized by subjective feelings or tension, apprehension and worry, and by the activation or excitement of the autonomic nervous system that accompanies these feelings”. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an original essay Significantly, Horwitz, Horwitz, and Cope (1986), as cited in Foreign Language Learning Anxiety in Japanese EFL University Classes: Causes, Coping, and Locus of Control by Williams and Andrade (2008), stated that anxiety Language learning is attributed to an individual's inability to present ideas and opinions and to do so in the target language, which can destabilize confidence and threaten an individual's self-confidence. image. In dealing with such anxiety in general and language anxiety in particular, individuals usually exhibit what is called a coping mechanism. These are the ways in which external or internal stress is managed, adapted to, or acted upon (https://explorable.com/stress-and-coping-mechanisms). Susan Folkman and Richard Lazarus define coping as “constantly changing cognitive and behavioral efforts to manage specific external and/or internal demands that are appraised as burdensome.” In the Philippines, it is common for people to move to another place, usually, for higher education studies. Thus, those who come from the province typically go to the city to study, above all, at university. So, Tausug who come from Sulu provinces, usually come to the nearest city, which is Zamboanga City, to further their education. Connected to this need is the challenge of adapting the language spoken by the Zamboangueños, which is Chabacano. Reflecting on the researchers' linguistic experience, they proposed this investigation in light of the knowledge of the coping mechanisms of Tausug who are considered native when engaged in conversation with Chabacano speakers. Studies addressing second and foreign language anxiety are teeming in linguistic research communities, but questions about language anxiety that exists across languages ​​in a country like the Philippines are quite scarce. Therefore, researchers sought to advance hypotheses about foreign language anxiety in the context of the Philippines, where several coexist with each other. Therefore, with this established, the researchers, therefore, propose the following problem and objective of the study:Research Problem 1. What are the linguistic anxiety management mechanisms of native Tausug speakers in a Chabacano linguistic community?Research Objective 1 L he objective of the study is to learn about the coping mechanisms of native Tausug speakers in a Chabacana-speaking community? The implications of this study would help promote mutual understanding between native and non-native speakers in an area where multilingualism exists. Zamboanga City can be considered a multilingual and multicultural domain as it is known as the melting pot of different cultures in the country. This research has a purely orientationqualitative, having used individual focused interviews that were the basis of participants' narratives about their experiences in dealing with such situations. The study could have been an autoethnographic study, but the researchers decided to keep it as a case study for this topic. As cited in Guillergan's 2008 paper, coping skills are defined as “skills used to reduce stress or pressure resulting from a difficult circumstance. These are "defense mechanisms" in psychological terms and are used to counteract the lack of something, according to Hayes. In this part, researchers will present data collected from study participants selected using the purposive sampling method. Participants were chosen based on the particular criteria that the proponents imposed in order to make the study feasible to answer and satisfy its objectives. The qualifications for participants were as follows: he or she must be a native Tausug speaker; does not speak Chabacano; and most importantly, he or she should be from Sulu province and have moved to the city to study or hope for a better life here. In this endeavor, most of the participants that the researchers got were students studying in the city for their university education. In the end they all qualified. The research specifically aimed to discover the coping mechanisms of native Tausug speakers when confronted with such a difficult situation, i.e. in speech or conversation with Chabacano speakers. Below are the results, i.e. the narratives taken from the study participants about their coping mechanisms in this situation. The study required four (4) participants who responded to the research question. When I arrived here in the city, especially when I entered the University, I felt like an outsider. It was because most of my classmates spoke Chabacano and Bisaya. So it was a little difficult for me. Even though for some time my parents spoke Chabacano at home, well, it wasn't enough for me to understand the language well. So what I did and do, since I am not that experienced until now, was that I always pretended to understand what my classmates and even teachers said when they spoke Chabacano or their language, so as not to be left backwards. Sometimes I would ask my friends or classmates, but then most of the time I would just pretend I understood what they were saying. I would always think that I shouldn't tell them that I don't understand. It just makes me feel uncomfortable and lost. That's why most of the time I just let them think I understood what they said. I've asked my closest friends what terms I don't know, but even though they're my friends I sometimes feel uncomfortable asking them. Nung mag aral na ako dito, I was so nervous because I can't speak the language although I still understand a little. When my friends conversed in Chabacano I felt uncomfortable. I also thought they might be telling me badly. In class, when the teacher spoke in Chabacano, it was a bit of a disadvantage because the important points of class discussion were expressed through their language which I don't seem to fully understand, so it was quite negative. I had to ask my seat mates what the teacher was working out. Ang mahirap kasi is maskin dito na sa Zamboanga, we still don't speak Chabacano at home as we use our native language Tausug. You see, immersion in the language doesn't allow me to do that since as I said we don't speak it. A little less lonely at school because when I communicate with them I only speak in Tagalog. I just showed a gesture that meant I understood them. Most of the time I avoid conversation.