| Titre : |
Language learning strategies role in participation increase and speech anxiety decrease in EFL oral classroom. : The case of second year LMD english students at Mentouri university of Constantine |
| Type de document : |
texte imprimé |
| Auteurs : |
Asma Rached, Auteur ; Haoua Mekrebi, Auteur ; Radia Bouguebs, Directeur de thèse |
| Editeur : |
CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine |
| Année de publication : |
2017 |
| Importance : |
127 f. |
| Format : |
30 cm. |
| Note générale : |
Une copie électronique PDF disponible en BUC. |
| Langues : |
Anglais (eng) |
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Applied Languages EFL oral classroom Speech Anxiety |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
Anxiety, apprehension and nervousness during speaking are common feelings among English as Foreign Language learners. Speech anxiety, in an oral classroom, is regarded as one of the major problems because of its negative effect on students’ performance. The present study aims (a) to explore the relationship between speech anxiety and English as Foreign Language learners ‘oral participation efficiency, (b) to investigate for the Language Learning Strategies students utilized to overcome this problem. The several factors that stood behind the increasing of speech anxiety and the decreasing of participation such as Communication Apprehension, Test Anxiety and Fear of Negative evaluation were thoroughly investigated in this study. Additionally, the utility of the Indirect Language Learning Strategies, according to Oxford (1990) classification, in decreasing from the negative effects of speech anxiety on learners’ performance represented the second half in this work. To reach the aims of this study it was hypothesized that (1) If EFL students do not have anxiety in oral classroom, then, they will be more active, successful in speaking EFL and achieving in oral exams and (2) If EFL students use language learning strategies, then, they will reduce their speech anxiety and increase their participation in oral classroom. Accordingly, the research methodology adopted was an exploratory one where, second year LMD students of English at Mentouri University of Constantine represented the research population. The main data gathering tools were an observation checklist and an interview. The observation checklist was done by attending a class of twenty five (25) second year LMD English students’ oral session in order to observe their performance and detect student who seem anxious according to certain factors. The interview was administered to a sample of the five (5) students who seemed holding this problem to determine the main factor (s) behind their speech anxiety in oral classroom or to inspect if there any other factors that were not mentioned in the literature
v
review, and then, to explore the most commonly used indirect strategies that are helpful to overcome this anxiety. The findings of the interview questions revealed that both the unawareness of the given topic and shyness ranked high among all the factors that cause speech anxiety. The collected data showed that language learning strategies help student to overcome their speech anxiety, especially the Affective ones, which are the most used strategies. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4352 |
Language learning strategies role in participation increase and speech anxiety decrease in EFL oral classroom. : The case of second year LMD english students at Mentouri university of Constantine [texte imprimé] / Asma Rached, Auteur ; Haoua Mekrebi, Auteur ; Radia Bouguebs, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2017 . - 127 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais ( eng)
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Applied Languages EFL oral classroom Speech Anxiety |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
Anxiety, apprehension and nervousness during speaking are common feelings among English as Foreign Language learners. Speech anxiety, in an oral classroom, is regarded as one of the major problems because of its negative effect on students’ performance. The present study aims (a) to explore the relationship between speech anxiety and English as Foreign Language learners ‘oral participation efficiency, (b) to investigate for the Language Learning Strategies students utilized to overcome this problem. The several factors that stood behind the increasing of speech anxiety and the decreasing of participation such as Communication Apprehension, Test Anxiety and Fear of Negative evaluation were thoroughly investigated in this study. Additionally, the utility of the Indirect Language Learning Strategies, according to Oxford (1990) classification, in decreasing from the negative effects of speech anxiety on learners’ performance represented the second half in this work. To reach the aims of this study it was hypothesized that (1) If EFL students do not have anxiety in oral classroom, then, they will be more active, successful in speaking EFL and achieving in oral exams and (2) If EFL students use language learning strategies, then, they will reduce their speech anxiety and increase their participation in oral classroom. Accordingly, the research methodology adopted was an exploratory one where, second year LMD students of English at Mentouri University of Constantine represented the research population. The main data gathering tools were an observation checklist and an interview. The observation checklist was done by attending a class of twenty five (25) second year LMD English students’ oral session in order to observe their performance and detect student who seem anxious according to certain factors. The interview was administered to a sample of the five (5) students who seemed holding this problem to determine the main factor (s) behind their speech anxiety in oral classroom or to inspect if there any other factors that were not mentioned in the literature
v
review, and then, to explore the most commonly used indirect strategies that are helpful to overcome this anxiety. The findings of the interview questions revealed that both the unawareness of the given topic and shyness ranked high among all the factors that cause speech anxiety. The collected data showed that language learning strategies help student to overcome their speech anxiety, especially the Affective ones, which are the most used strategies. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4352 |
|
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