IntroductionLinguistic anxiety is always present in any individual who is not a native [speaker] of such a language and certainly of such a culture, which he or she will enter into. Anxiety is a general concept, a phenomenon that influences people all over the world, regardless of age, gender or race. Various explanations of anxiety in the past, from the simplest ones proposed by Freud (1963) who defined anxiety as "1) a specific unpleasant quality, 2) efferent or discharge phenomena, and 3) the perception of those -this”, to the fullest. complex definitions that define anxiety as “an unpleasant emotional state characterized by subjective feelings or tension, apprehension and worry, and the activation or excitation of the autonomic nervous system that accompanies these feelings ". Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Significantly get the original essay, Horwitz, Horwitz, & Cope (1986), cited in Foreign Language Learning Anxiety in Japanese EFL University Classrooms: Causes, Adaptation, and Locus of Control by Williams and Andrade (2008), opined that language learning anxiety is attributed to an individual's inability to present ideas and opinions and can also do so in the target language, which can destabilize self-confidence and threaten an individual's autonomy. picture. When faced with such anxiety in general and language anxiety in particular, individuals generally exhibit what is called a coping mechanism. These are ways to manage, adapt or act on external or internal stress (https://explorable.com/stress-and-coping-mechanisms). Susan Folkman and Richard Lazarus define coping as “constantly evolving cognitive and behavioral efforts to manage specific external and/or internal demands that are appraised as taxing.” In the Philippines, it is common for people to move elsewhere, usually with a view to pursuing higher education. Thus, those who come from the province would generally go to the city to study in particular at college. Therefore, Tausugs from Sulu provinces usually come to the nearest town, which is Zamboanga City, to continue their education. Added to this necessity is the challenge of adapting the language that the Zamboangueños speak, which is Chabacano. Reflecting on the researchers' linguistic experience, they offer this investigation in light of knowledge of the coping mechanisms of the Tausugs who are considered indigenous when caught up. in conversation with Chabacano speakers. Studies addressing second and foreign language anxiety abound in language research communities, but investigations into the language anxiety that exists among the languages ​​of a country like the Philippines are rather rare. Researchers therefore attempted to propose hypotheses about foreign language anxiety in the context of the Philippines, where different languages ​​coexist. Thus, with what has been established, the researchers therefore put forward the following problem and objective of the study: Research Problem 1. What are the coping mechanisms for language anxiety of native speakers of Tausug in a Chabacano-speaking community? Research objective 1 The objective of the study is to know the adaptation mechanisms of native Tausug speakers in a Chabacano-speaking community. The implication of this study would help promote mutual understanding between native speakers andnon-native in an area where multilingualism exists. Zamboanga City can be considered a multilingual and multicultural area as it is known as the melting pot of different cultures in the country. This research is purely qualitative in orientation, having used focused individual interviews which formed the basis of participants' stories about their lives. experiences to deal with such situations. The study could have been an autoethnographic study but the researchers decided to keep it as a case study in this regard. As cited in Guillergan's 2008 article, coping skills are defined as "skills used to reduce stress or pressure resulting from a difficult circumstance." » These are “defense mechanisms” in the psychological sense and are used to combat the lack of something, according to Hayes. In this part, the researchers would present the data collected from the study participants who were selected using the purposive sampling method. Participants were chosen based on specific criteria that the sponsors imposed in order to make the study feasible and meet its objectives. The qualifications of the participants were as follows: he or she had to be a native Tausug speaker; does not speak Chabacano; and more specifically, he or she must be from Sulu province and moved to the city for studies or in anticipation of a better life here. In this endeavor, most of the participants that the researchers recruited were students who were studying in the city for their university studies. All ultimately qualified. The research specifically aimed to uncover the coping mechanisms of native Tausug speakers when faced with such a difficult situation, i.e. during a speech or conversation with Chabacano speakers. Here are the results, which are the study participants' accounts of their coping mechanisms in such a situation. The study involved four (4) participants who responded to the research question. When I first came here to the city, especially when I got to college, I felt like an outcast. This was because the majority of my classmates spoke Chabacano and Bisaya. So it was a little hard for me. Even though from time to time my parents spoke Chabacano at home, well, that wasn't enough to make me understand the language well. So what I did and what I do even since I'm not very versed so far is that I always pretended to understand what my classmates and even my teachers were saying when they spoke Chabacano or their own language so as not to be left behind. Sometimes I would ask my friends or classmates, but most of the time I would just pretend to understand what they were saying. I would always think that I shouldn't tell them that I don't understand. It just makes me feel awkward and lost. That's why most of the time I let them think that I understood what they said. I've asked my close friends about terms I don't know, but even though they are my friends, I sometimes feel uncomfortable asking them questions. Nung mag aral na ako dito, I was so nervous because I don't know how to speak the language. although I still understand a little. When my friends chatted in Chabacano, I felt uncomfortable. I even thought they might say bad things to me. In class, when the teacher spoke in Chabacano, it was somewhat of a disadvantage because important points of the class discussion were said in their language which I don't seem to understand well so it was quite negative. I had to.