3 recherche sur le tag 'anxiety'   

Anxiety in Algerian students speaking EFL / Aicha Khaloufi Seliam  

Public ISBD Titre : Anxiety in Algerian students speaking EFL : The case of third year (Annaba University) Type de document : texte imprimé Auteurs : Aicha Khaloufi Seliam, Auteur ; Sa?d Keskes, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2016 Importance : 251 f. Format : 30 cm. Note générale : 2 copies imprimes disponibles Langues : Anglais (eng) Catégories : Français - Anglais Langue Anglaise Tags : Applied linguistics  EFL classroom  speaking  anxiety  affecive factor Classe Anglaهs langعث etrangère  communication  anxiété et facteur affectif  قسم الإنكليزية لغة أجنبية  المحادثة  التخوف  العامل النفسي Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : Being two-ways exchange between two or more interlocutors, the oral skill involves a face-to-face confrontation between speaker(s) and hearer(s). The oral skill inevitably involves a panel of complex affective, cognitive, emotional and situational variables different from the ones existing in the other skills. In oral classes, learners are found to exhibit anxiety, a high fear of rejection, avoidance and similar negative feelings that may result in failure in verbal performance. The main focus of this study is fallen on the learners’ emotional states as part of their EFL speaking and learning processes. The present research aims at exploring the nature of English language speaking and the variables that account for individual, interrogational and affective differences. Through this work, we aim to know if low anxiety leads to a better learning, i.e whether high/low anxiety is a good predictor or inhibitor of oral proficiency and communicative skills. For this purpose, we have carried out an investigation through a student-self-completion scale. Anxiety is a composite variable consisting of uncertainty and insecurity as a reaction of being called on without hand-raising, and embarrassment in speaking English in a classroom situation. This classroom personality is related to achievement in oral-aural comprehension and expression. The results obtained revealed that high-anxious students have their own preferences and learning styles and that they would feel more at ease if given more attention, time and moral support from the teacher’s part to overcome their unfounded beliefs and fears in a classroom interaction. Our sight has been directed towards this variable of a vital importance together with other co-existing sub-variables (motivation, attitudes, self-esteem…) through which the students “filter” their English learning and speaking. Throughout the present study, link was established between success in language learning and the approach used in language teaching, in particular between communicative approach and oral outcomes of third-year Annaba University students majoring in English. Diplôme : Doctorat en sciences En ligne : ../theses/anglais/KHA1387.pdf Format de la ressource électronique : pdf Permalink : index.php?lvl=notice_display&id=10136 Anxiety in Algerian students speaking EFL : The case of third year (Annaba University) [texte imprimé] / Aicha Khaloufi Seliam, Auteur ; Sa?d Keskes, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2016 . - 251 f. ; 30 cm. 2 copies imprimes disponibles Langues : Anglais (eng) Catégories : Français - Anglais Langue Anglaise Tags : Applied linguistics  EFL classroom  speaking  anxiety  affecive factor Classe Anglaهs langعث etrangère  communication  anxiété et facteur affectif  قسم الإنكليزية لغة أجنبية  المحادثة  التخوف  العامل النفسي Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : Being two-ways exchange between two or more interlocutors, the oral skill involves a face-to-face confrontation between speaker(s) and hearer(s). The oral skill inevitably involves a panel of complex affective, cognitive, emotional and situational variables different from the ones existing in the other skills. In oral classes, learners are found to exhibit anxiety, a high fear of rejection, avoidance and similar negative feelings that may result in failure in verbal performance. The main focus of this study is fallen on the learners’ emotional states as part of their EFL speaking and learning processes. The present research aims at exploring the nature of English language speaking and the variables that account for individual, interrogational and affective differences. Through this work, we aim to know if low anxiety leads to a better learning, i.e whether high/low anxiety is a good predictor or inhibitor of oral proficiency and communicative skills. For this purpose, we have carried out an investigation through a student-self-completion scale. Anxiety is a composite variable consisting of uncertainty and insecurity as a reaction of being called on without hand-raising, and embarrassment in speaking English in a classroom situation. This classroom personality is related to achievement in oral-aural comprehension and expression. The results obtained revealed that high-anxious students have their own preferences and learning styles and that they would feel more at ease if given more attention, time and moral support from the teacher’s part to overcome their unfounded beliefs and fears in a classroom interaction. Our sight has been directed towards this variable of a vital importance together with other co-existing sub-variables (motivation, attitudes, self-esteem…) through which the students “filter” their English learning and speaking. Throughout the present study, link was established between success in language learning and the approach used in language teaching, in particular between communicative approach and oral outcomes of third-year Annaba University students majoring in English. Diplôme : Doctorat en sciences En ligne : ../theses/anglais/KHA1387.pdf Format de la ressource électronique : pdf Permalink : index.php?lvl=notice_display&id=10136

Exemplaires (1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
KHA/1387	KHA/1387	Thèse	Bibliothèque principale	Thèses	Disponible

The effects of anxiety on students' achievement / Somia Abderrezzag  

Public ISBD Titre : The effects of anxiety on students' achievement : The case of third year LMD students Type de document : texte imprimé Auteurs : Somia Abderrezzag ; Univ. de Constantine, Éditeur scientifique ; Larbi El kolli, Directeur de thèse Année de publication : 2010 Importance : 64 f. Format : 30 cm Note générale : 01 disponible à la salle de recherche 01 disponible au magasin de la bibliothèque universitaire centrale +01 CD Langues : Anglais (eng) Catégories : Français - Anglais Langue Anglaise Tags : Students' achievement  Department of English  University of Constantine  Third year LMD students  Anxiety Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 En ligne : ../theses/anglais/ABD1139.pdf Permalink : index.php?lvl=notice_display&id=4765 The effects of anxiety on students' achievement : The case of third year LMD students [texte imprimé] / Somia Abderrezzag ; Univ. de Constantine, Éditeur scientifique ; Larbi El kolli, Directeur de thèse . - 2010 . - 64 f. ; 30 cm. 01 disponible à la salle de recherche 01 disponible au magasin de la bibliothèque universitaire centrale +01 CD Langues : Anglais (eng) Catégories : Français - Anglais Langue Anglaise Tags : Students' achievement  Department of English  University of Constantine  Third year LMD students  Anxiety Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 En ligne : ../theses/anglais/ABD1139.pdf Permalink : index.php?lvl=notice_display&id=4765

Exemplaires (1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
ABD/1139	ABD/1139	Thèse	Bibliothèque principale	Thèses	Disponible

The effects of risk- taking and anxiety on the foreign language oral fluency / Naouel Bouchareb  

Public ISBD Titre : The effects of risk- taking and anxiety on the foreign language oral fluency : case study: Second year students at the department of English, University Mentouri Bro. Constantine Type de document : texte imprimé Auteurs : Naouel Bouchareb, Auteur ; Hacène Saadi, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2019 Importance : 350 f. Format : 30 cm. Note générale : Doctorat 3 cycle LMD. 2 copies imprimées disponibles Langues : Anglais (eng) Catégories : Français - Anglais Langue Anglaise Tags : LanguageScience and English Language Teaching  Prise de risque  anxiété  les facteurs affectifs  parler couramment  Risk taking  Anxiety  affective factors  speaking fluency  عوامل الشخصیة  القلق  المخاطرة  مھارة التحدّث  الطّلاقة الشفھیّة Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : Psychologists, educators, and sociologists have long been emphasizing the importance of learners’ emotional side to the academic growth. In that context, the present study aims at focusing on learners’ attention to the significance of what happens inside them, singling out anxiety, and risk-taking as strategies for enhancing their speaking fluency level and exploring possible relationships between the two variables. It is hypothesized that if teachers can encourage students to take risk in speaking and not to be anxious, then their oral fluency level would improve consistently. Thus, the less learners are anxious and the more they are risktakers, the more they will become fluent in the EFL speaking. The methods used in this research are both quantitative and qualitative ones. Accordingly, three groups (90 students) of English at Constantine University are selected, and after conducting an interview with the researcher, are divided into anxious and non-anxious, this is being the result of their answers to the Foreign Language Classroom Anxiety Scale, and as being risk- takers and non-risk takers after exploring their answers to the risk- taking questionnaire. Learners̕ obtained marks from the scales are correlated with their marks of a story narration task, and their exam measuring oral fluency by calculating the coefficient of correlation. Besides, a questionnaire is delivered to Algerian teachers of Oral Expression of English at University of Constantine, Department of English. The inquiry highlights that there is a positive relation between learners’ risk- taking and their oral fluency level, but a high negative relation between anxiety and their speaking fluency. Analysis and interpretation of data suggest some implications for language pedagogy, for EFL teachers to pay more attention to their learners’ affective side, and for students to raise their awareness to be risk- takers and to become less anxious to speak English fluently. Note de contenu : Appendices Appendix I: The Teachers’ Questionnaire. Appendix II: The Learners’ Interview. Appendix III: The Adapted Foreign Language Classroom Anxiety Scale – (FLCAS). Appendix IV: Classroom Risk -taking Scale. Appendix V: Learners’ Story Description Task Diplôme : Doctorat En ligne : ../theses/anglais/BOU1544.pdf Format de la ressource électronique : pdf Permalink : index.php?lvl=notice_display&id=11136 The effects of risk- taking and anxiety on the foreign language oral fluency : case study: Second year students at the department of English, University Mentouri Bro. Constantine [texte imprimé] / Naouel Bouchareb, Auteur ; Hacène Saadi, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2019 . - 350 f. ; 30 cm. Doctorat 3 cycle LMD. 2 copies imprimées disponibles Langues : Anglais (eng) Catégories : Français - Anglais Langue Anglaise Tags : LanguageScience and English Language Teaching  Prise de risque  anxiété  les facteurs affectifs  parler couramment  Risk taking  Anxiety  affective factors  speaking fluency  عوامل الشخصیة  القلق  المخاطرة  مھارة التحدّث  الطّلاقة الشفھیّة Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : Psychologists, educators, and sociologists have long been emphasizing the importance of learners’ emotional side to the academic growth. In that context, the present study aims at focusing on learners’ attention to the significance of what happens inside them, singling out anxiety, and risk-taking as strategies for enhancing their speaking fluency level and exploring possible relationships between the two variables. It is hypothesized that if teachers can encourage students to take risk in speaking and not to be anxious, then their oral fluency level would improve consistently. Thus, the less learners are anxious and the more they are risktakers, the more they will become fluent in the EFL speaking. The methods used in this research are both quantitative and qualitative ones. Accordingly, three groups (90 students) of English at Constantine University are selected, and after conducting an interview with the researcher, are divided into anxious and non-anxious, this is being the result of their answers to the Foreign Language Classroom Anxiety Scale, and as being risk- takers and non-risk takers after exploring their answers to the risk- taking questionnaire. Learners̕ obtained marks from the scales are correlated with their marks of a story narration task, and their exam measuring oral fluency by calculating the coefficient of correlation. Besides, a questionnaire is delivered to Algerian teachers of Oral Expression of English at University of Constantine, Department of English. The inquiry highlights that there is a positive relation between learners’ risk- taking and their oral fluency level, but a high negative relation between anxiety and their speaking fluency. Analysis and interpretation of data suggest some implications for language pedagogy, for EFL teachers to pay more attention to their learners’ affective side, and for students to raise their awareness to be risk- takers and to become less anxious to speak English fluently. Note de contenu : Appendices Appendix I: The Teachers’ Questionnaire. Appendix II: The Learners’ Interview. Appendix III: The Adapted Foreign Language Classroom Anxiety Scale – (FLCAS). Appendix IV: Classroom Risk -taking Scale. Appendix V: Learners’ Story Description Task Diplôme : Doctorat En ligne : ../theses/anglais/BOU1544.pdf Format de la ressource électronique : pdf Permalink : index.php?lvl=notice_display&id=11136

Exemplaires (1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
BOU/1544	BOU/1544	Thèse	Bibliothèque principale	Thèses	Disponible