Thông tin tài liệu
iii ABSTRACT The present study is concerned with sources of speaking anxiety on the basis of learners’ responses presented in the survey questionnaire and in the informal interview The quantitative questionnaire first examined the existence of speaking anxiety and factors causing students’ anxiety when speaking English The qualitative interview further looked at sources of students speaking anxiety A total of 135 tenth form students at Nguyen Quan Nho high school, Thanh Hoa province participated in the survey The results showed that the tendency of students’ nervousness was obvious Based on students’ explanations, factors viewed as causing anxiety was divided into four categories: the content of the lessons, communication apprehension, test anxiety and fear of negative feedback From the students’ suggestions in the interview, the researcher proposed some strategies for students and teachers to ameliorate negative effects of speaking anxiety It is also hoped that this research will be of some help to Vietnamese learners and teachers in general in having a better understanding of the nature of FLA and speaking anxiety in particular to improve the teaching and learning of English LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com iv LIST OF ABBRIVIATIONS ELT: English Language Teaching FL: Foreign language FLA: Foreign Language Anxiety LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com v LIST OF TABLES AND CHARTS Chart 1: Student’s anxiety in speaking lessons Table 1: Student’s attitudes toward speaking skills Table 2: Speaking anxiety associated with content of the lessons Table 3: Speaking anxiety associated with communication apprehension Table 4: Communication apprehension associated with students’ previous learning experience Table 5: Communication apprehension associated with learners’ speaking environment Table 6: Communication apprehension associated with learners’ personality Table 7: Factors associated with learners’ self perception of their inability to speak English Table 8: Learners’ communication apprehension associated with teachers’ factor Table 9: Speaking anxiety associated with test Table 10: Learners’ speaking anxiety associated with teacher’s negative feedback Table 11: Learners’ speaking anxiety associated with peers’ negative feedback LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com vi TABLE OF CONTENTS ACKNOWLEDGEMENT ii ABSTRACT iii LIST OF ABBREVIATION iv LIST OF TABLE AND CHART v TABLE OF CONTENTS vi PART A : INTRODUCTION Rationale Aims of the study Research questions Scope of the study Significance of the study Method of the study Design of the study PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Overview of anxiety 1.2.1 Definition and types of anxiety 1.2.2 Foreign language anxiety 1.2 Overview of speaking 1.2.1 Definition of speaking 1.2.2 The role of speaking in language teaching and learning 1.2.3 Principles of teaching speaking LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com vii 1.3 Speaking Anxiety 10 1.3.1 Related studies of language anxiety in speaking skills 11 1.3.2 Sources of foreign language anxiety and speaking anxiety 12 CHAPTER : THE STUDY 2.1 Overview of current teaching and learning speaking at Nguyen Quan Nho high school 16 2.2 Data gathering instruments 17 2.3 Procedures 17 2.4 Techniques of data analysis 18 2.5 Data analysis and findings 18 2.5.1 Student’s attitudes toward speaking skills 18 2.5.2 Student’s general speaking anxiety 19 2.5.3 Sources of speaking anxiety experienced by students at Nguyen Quan Nho high school .20 2.5.3.1 Speaking anxiety associated with the contents of the lessons 20 2.5.3.2 Speaking anxiety associated with communication apprehension 21 a Communication apprehension associated with learner’s factors 22 Previous learning experience 22 Learners’ learning environment 23 Learners’ personality 24 Learners’ self-perception of their own speaking ability 25 b Communication apprehension associated with teachers’ factors 27 2.5.3.3 Speaking anxiety associated with test 28 2.5.3.4 Speaking anxiety associated with fear of negative feedback 29 a Speaking anxiety associated with teacher’s negative feedback 29 b Learners’ speaking anxiety associated with peer’s negative feedback 30 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com viii CHAPTER III: SUGGESTIONS FOR CLASSROOM PRACTICE 3.1 Solutions related to the contents of the lessons 32 3.2 Solutions related to learners’ communication apprehension 33 3.3 Solutions related to test anxiety 35 3.4 Solutions related to learners’ fear of negative feedback 35 PART C: CONCLUSION Summary of the findings 37 Limitations of the study 40 Suggestions for further study 40 REFERENCES 42 APPENDIX 1: I APPENDIX 2: IV LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com PART A: INTRODUCTION Rationale Nowadays, English is considered as an international language, which is spoken by millions of people all over the world The number of people who desire to learn English has multiplied Some learn English to get more wisdom, some wish to get well-paid jobs, some learn English for other purposes That is why English has been now widely taught in almost all educational institutions, at every level In Vietnam, English is being taught as a compulsory subject and it is one of the six subjects in the national examination that students have to pass if they want to get General Certificate of Secondary Education (G.C.S.E) In recent years, the teaching of foreign language in Vietnam has seen a remarkable change in methodology, followed by a new approach to language teaching That is Communicative Language Teaching This approach represents a fundamental shift in the teaching-learning process from structure mastery to communicative competence Accordingly, learners’ ability to communicate becomes its first priority, which means that when learning English, learners have to grasp all the four skills: speaking, reading, writing, and listening because those skills are integrated with one another Speaking well is of great importance to students when communicating with others in a second language, not only in teaching and learning environments, but also outside the classroom The students should be able to speak in a well structured way and develop their ability to take part in conversations, discussions and negotiations and to express with subtlety their own views and consider those of others Speaking does not only reflect the speaker’s social and cultural background, but is also a part of speaker’s identity However, among the four skills, speaking seems to be the most difficult one but paid the least attention to in most high schools Speaking has only become a compulsory skill in the curriculum since the new English textbook was officially put into use in 2006 This results in numerous problems inflicting students in learning the speaking skills, one of which is Foreign Language Learning Anxiety Besides, having considerable levels of anxiety in the classroom has been regarded as an experience that is more likely to occur in foreign language lessons than in other subjects This seems natural as in foreign language LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com classroom the students have to use foreign language - an instrument they are not familiar with - to sustain communication As a teacher of English, I have noticed that my students often experience foreign language anxiety in speaking skills Some students experience pressure when being asked to speak in front of the whole class because they fear criticism Some may feel nervous since they lack of vocabulary to express their ideas; consequently, they may tremble and stutter, etc Such situation has inspired me to carry out a study on learners’ anxiety in speaking skills to identify the causes and give solutions to alleviate students’ anxiety in learning speaking Aims of the study The major purpose of the research is to find out factors or causes that make students stressful and nervous in speaking English and suggest some solutions to alleviate English speaking anxiety in the students Research questions To fulfill the above aims, the study is carried out with an attempt to answer the following questions: What are the possible causes that make students at Nguyen Quan Nho upper secondary school anxious and nervous in learning speaking? What are the possible solutions to reduce speaking anxiety of the students? Scope of the study FLA exits in the process of learning all the four skills However, only students’ speaking anxiety is focused on in this research with its causes in terms of contents of the lessons, communication apprehension, test anxiety and fear of negative feedback and solutions based on each source of anxiety Due to the local condition constraints, this study only involves one hundred and thirty-five 10th form students at Nguyen Quan Nho High School LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Significance of the study This study could be of some help to teachers and students at Nguyen Quan Nho upper secondary school: (i) to improve the teachers’ theoretical understanding of foreign language anxiety, especially the causes of speaking anxiety (ii) to enhance the students’ awareness of causes of speaking anxiety they have in foreign language, and from this they can control and overcome their nervousness in speaking skills Hopefully, the possible solutions suggested in this research can help learner reduce the speaking anxiety and motivate them to learn and make progress in speaking Method of the study In order to realize the above aims of the study, quantitative method was mainly used The data collected for the study came from the 10th grade students Survey questionnaire was used to gather information and evidence for the study In addition, to make the data collected more reliable and authentic, qualitative method was applied with two instruments: a follow up interview and an informal observation All the comments, remarks, recommendations and conclusion provided in the study were based on the data analysis of the study Design of the study This study is divided into three parts: Part A – Introduction presents the rationale, the aims, the research questions, scope, significance, methods as well as the design of the study LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Part B – Development contains three chapters Chapter one reviews the literature in terms of speaking, foreign language anxiety in general and speaking anxiety in particular Chapter two presents the study Chapter three mentions some suggested solutions to reduce speaking anxiety Part C – Conclusion presents a summary of the study and concluding comments derived from the findings of the study It also discusses the limitation of the study and suggestion for further research PART B: DEVELOPMENT CHAPTER I: LITERATURE REVIEW LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 36 In other words, the teachers’ selection of error correction techniques should be based upon instructional philosophy and on reducing defensive reactions in students In addition, teachers should give students immediate praise, compliment, encouragement than criticism Teachers themselves should act more like a facilitator helping students to learn, and be less like a controller This can make students more comfortable when speaking in class They should spend more time and effort helping these students minimize their speaking inhibitions, and help establish more confidence For instance, they might talk with students when meeting them outside the classroom This would create a trust between teachers and students which can lead to enhanced rapport and confidence to speak the target language in class If the students are confident in themselves, they will be on their way to speaking successfully, with better fluency and accuracy PART C: CONCLUSION Concerning students’ difficulties, which are viewed as the main causes of speaking anxiety when learning a foreign language, this study was carried out to investigate factors that can LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 37 make students nervous in speaking classes This part of the thesis starts with the summary of the findings This is followed by some possible solutions to cope with causes of speaking anxiety In the end of the chapter, the limitations of the research and some suggestions for further study will be presented Summary of the findings To reduce speaking anxiety, researchers and educators need to identify and alleviate factors that contribute to language anxiety The first main purpose of the study was to identify the factors that viewed as making the students nervous and anxious in speaking classes A total of 135 EFL learners, who were from the three tenth form classes at Nguyen Quan Nho high school, Thanh Hoa took part in the study at the end of the second term in the academic year 2010-2011 The questionnaire about speaking anxiety was administered to the subjects The principal statistical analyses were based on the participants' responses on the questionnaire which mainly aimed at investigating factors or causes that may increase the students’ anxiety The major findings of the current study are summarized and discussed below Firstly, the students’ anxiety in speaking classes is very clear The students are interested in learning speaking skills, and they are also aware of the importance of speaking skills in foreign language acquisition process However, according to an overwhelming number of the students, speaking English in class made them nervous and anxious The results of anxiety among the students may be attributed to several reasons such as the contents of the lessons; communication apprehension; test; and negative evaluation from their teachers and peers The first category that caused speaking anxiety is associated with the content of the lessons in the textbook The participants reported that their lack of vocabulary related to some long and difficult speaking themes make students nervous and embarrassed while speaking English LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 38 For example: Unit 9: Undersea world Students were asked to talk about the threats to the health of oceans, discuss the consequences that might occur and offer some possible solutions The great majority of the students complained that the topic was too difficult to talk about, even in Vietnamese with a great number of long and difficult words They were lacked of background knowledge and did not have enough vocabulary to talk about the topics, which made them nervous during the lessons As for Unit 10: Conservation The speaking section was started with two reading passages with many new words about the zoo of new kind It took learners much time to read and understand the two passages to answer the given questions Then, in the last task, students were asked to discuss the advantages and disadvantages of zoos of new kind The teacher reported that she herself found it difficult to help student understand the requirement of the lesson and let them improve their speaking skills with such a topic The second category that caused speaking anxiety is associated with communication apprehension The reasons for their apprehension were as follows: (i) Most of the students used to work hard at written English while neglecting speaking and listening practices at lower secondary school so they were not accustomed to speaking English (ii) That the respondents had too little exposure to the target language outside their classes was another reason made them reluctant to speak English (iii) Learners’ personality had great impact on their participant in speaking classes as well The study revealed that introverted personality (often or always) made them shy and anxious about speaking English (iv) In addition, the students’ low confidence in their ability and lack of English proficiency also impeded the student’s speaking ability Some students had a fear of being less competent They compared themselves to the better students in the class and the comparison led them to feel a greater amount of anxiety (v) It can not be denied that the way teachers behaved and their teaching techniques also influenced students’ speaking Whether learners are anxious about and reluctant to speaking or not depends partially on teachers’ behaviors in classrooms LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 39 Thus teachers should find appropriate ways to alleviate students’ communication apprehension The third category that caused speaking anxiety comes from the tests The study showed that the students had a tendency to be anxious in speaking classes when being graded by their teachers Most of them felt panic and anxious about the negative consequences of getting bad marks The fear of negative evaluation or fear of losing face in front of others is the fourth category causing speaking anxiety that was investigated in the study The students reported that they did not want to be negatively evaluated by their teachers and their classmates They did not want to create a stupid image for themselves Therefore, they remained silent or did not participate in the classroom activities As for them, their teachers’ manner toward the errors they made and their peers’ evaluation on their speaking were sources of speaking anxiety they experienced in speaking classes Based on the findings of the present study, it is safe to conclude that students in the study seem to face great pressure while speaking in the target language The main causes of this highly anxiety among the students may be attributed to several reasons such as the content of the lessons; communication apprehension; test anxiety; and fear of negative evaluation These negative feelings make learners get discouraged, lose faith in their abilities, slow down their normal thinking speed and distract their concentration, escape from participating in classroom activities, and even give up the effort to learn a language well thus resulting in dull atmosphere and poor foreign language performance Limitations of the study LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 40 Although the study is carefully and clearly designed and based on reliable data, it has the major limitations Due to the limitation of time, lack of resources and the researcher’s ability, drawbacks are unavoidable Firstly, the study only carried out an investigation into the learners’ anxiety in speaking skills at Nguyen Quan Nho high school However, the investigation focused on only one hundred and thirty five 10th form students It might not be the representative of all students at all the schools at the same level Secondly, the researcher only used survey questionnaire as the main instrument for data collections Thus, the perceptions may not be always accurate and reliable In order to make obtained result more reliable, other different instruments for data collection should be conducted Thirdly, only some suggested solutions have been proposed to deal with learners’ anxiety in speaking classes Despite of the unavoidable limitations, the researcher believes that this study is beneficial to the teaching of speaking skills to the students at Nguyen Quan Nho high school Suggestions for further study This study has only focused on the learners’ anxiety in speaking English at Nguyen Quan Nho high school; it has no chance to deal with other three skills in language teaching: Listening, Reading and Writing Moreover, the study has only mentioned a very small aspect of the issues related to the teaching and learning speaking skills There are some suggestions for further researches: - A study on learners’ anxiety in Listening/ Reading or Writing lessons at Nguyen Quan Nho high school - A study on techniques and activities for students to help them reduce anxiety in speaking classes LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 41 The author hopes that the further studies will overcome all the existing limitations of this study and help to improve the quality of teaching and learning English at Nguyen Quan Nho high school in general REFRENCES LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 42 Aida, Y (1994) Examination of Horwitz, Horwitz and Cope’s construct of foreign language anxiety The case of students of Japanese The Modern Language Journal, 78, pp.155-168 Ando, M (1999) Distinctive Language Anxiety Factors among College Students: Toward the further development of measures and theories Unpublished doctoral dissertation, State University of New York, Buffalo Arnold, J (1999) Affect in Language Learning Cambridge: Cambridge University Press Balley, K M (2005) Practical English Language Teaching: Speaking McGraw Hill, Inc Brown, H D (2007) Principles of Language Learning and Teaching (5th Ed.) New York: Longman Bygate, M (1997) Speaking.(6th ed.) Oxford University Press Daly, J (1991) Understanding Communication Apprehension: An Introduction For Language Educators Upper Saddle River, NJ: Prentice Hall, Inc Darwin, C R (1872) The Expression of Emotion in Man and Animals London: John Murray Freud, S (1920) A General Introduction to Psychoanalysis (Vorlesungen zur fuhung in diePsychoanalyse) New York: Boni & Liveright Gregersen, T., & Horwitz, E K (2002) Language learning and perfectionism: Anxious and non-anxious language learners’ reactions to their own oral performance The Modern Language Journal, 86(3), pp.562-570 Guiora, A., et al (1972) Empathy and Second Language Learning Language Learning, 22, pp.111-130 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 43 Hoang Van Van, et al (2006) Tiếng Anh 10 Nhà Xuất Bản Giáo Dục Horwitz, E K., (2001) Language Anxiety and Achievement Annual Review of Applied Linguistic, 21, pp.112-126 Horwitz, E K., Horwitz, M B., & Cope, J (1986) Foreign language classroom anxiety Them Modern Language Journal, 70(2), pp.125-132 Horwitz, E K & Young, D J (Eds.) (1991) Language Anxiety: From Theory and Research to Classroom Implications Englewood Cliffs, NJ: Prentice Hall Kayi, H (2006) Teaching Speaking, 12(11) Retrieved from: http://iteslj.org/Techniques/Kayi-TeachingSpeaking.html Kitano, K (2001) Anxiety in the college Japanese language classroom The Modern Language Journal, 85, pp.549-566 Liu, M (2007) Anxiety in oral English classrooms: A case study in China Indonesian Journal of English Language Teaching, 3(1), pp.119-137 MacIntyre, P D (1995) How does anxiety affect second language learning? A reply to Sparks and Ganschow The Modern Language Journal, 79, pp.88-99 MacIntyre, P D (1999) Language anxiety A review of the research for language teachers In D.J Young (Eds.), Affect in foreign language and second language learning: A practical guide to creating a low-anxiety classroom atmosphere Boston: McGraw-Hill, pp.24-25 MacIntyre, P D., & Gardner R C (1991a) Anxiety and Second Language Learning: Towards a Theoretical Clarification In: E K Horwitz & D J Young (Eds.), LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 44 Language Anxiety: From Theory and Research to Classroom Implications Englewood Cliffs, New Jersey: Prentice Hall, pp.41-54 MacIntyre, P D., & Gardner R C (1991b) Method and results in the study of anxiety and language learning: A review of literature Language learning, 41, pp.85-116 Nunan, D (1991) Language Teaching Methodology NJ: Prentice Hall International Oxford, R (1999) “Style wars” as a source of anxiety in language classrooms In Affect in foreign language and second language learning: A practical guide to creating a lowanxiety classroom atmosphere, edited by D J Young, Boston, MA: McGraw-Hill College pp 216-237 Palacios, L.M (1998) Foreign language anxiety and classroom environment: A study of Spanish university students Unpublished doctoral dissertation, The University of Texas, Austin Pattison, P (1992) Developing Communication Skills Cambridge: CUP Price, M Lou (1991) The subjective experience of foreign language anxiety: Interview with highly anxious students In Horwitz, E K and Young, D J (Eds.), Language anxiety: From Theory and Research to Classroom Implications New Jersey: Prentice Hall, pp.101-108 Samimy, K (1994) Teaching Japanese: Consideration of Learners’ Affective Variables Theory into Practice, 33(1), pp.29-33 Scovel, T (1978) The effect of affect on foreign language: A review of the anxiety research Language learning, 28 (1), pp.129-142 Scovel, T (1991) ‘The Effect of Affect on Foreign Language Learning: A Review of the Anxiety Research.’ In Horwitz, E K., & Young, D.J (eds.) Language Anxiety: From LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 45 Theory and Research to Classroom Implications Englewood Cliffs, Nj: Prentice Hall Spielman, G., & Radnofsky, M L (2001) Language learning under tension: New directions from a qualitative study The Modern Language Journal, 85, pp.259-278 To Thu Huong, et al (2008) EST Methodology II Unpublished, University of Languages & International Studies Tsiplakides, I., & Keramida, A (2009) Helping students overcome foreign language speaking anxiety in the English classroom: Theoretical issues and practical recommendations International Education Studies, 2(4), pp.39-44 Ur, P (1996) A Course in Language Teaching, Practice and Theory CUP Young, D J (1990) An investigation of students’ perspectives on anxiety and speaking Foreign Language Annals, 23, pp.539-553 Young, D J (1991) Creating a low-anxiety classroom environment: What does language anxiety research suggest? The Modern Language Journal, 75, pp.426-439 Young, D J (1994) New directions in language anxiety research In Faces in a crowd: The individual learner in multisection courses by Klee, C.A (Ed.) Boston, MA: Heinle & Heinle, pp.3-46 Young, D J (1999) Affect in Foreign Language and Second Language Learning: A Practical Guide to Creating a Low-Anxiety Classroom Atmosphere Boston, MA: McGraw-Hill College LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com I APPENDICES APPENDIX 1: SURVEY QUESTIONNAIRE FOR STUDENTS This survey questionnaire is designed for my research into “Learner’s anxiety in speaking lessons at Nguyen Quan Nho high school: Causes and solutions.” Your assistance in completing the survey is highly appreciated All the information provided by you is solely for the study purpose, and you can be confident that you will not be identified in any discussion of the data Thank you for your cooperation Instructions: The questionnaire is divided into three parts, part I is about personal information , part II is about your attitude towards speaking skills and part III is about speaking anxiety scale I Personal information According to the fact, please mark the answer appropriate to your situation most What is your gender? (1) Male (2) Female How long have you been learning English? (1) – years (2) – years (3) more than years II Students’ attitude towards speaking skills Please mark the answer appropriate to your situation most How is speaking skill important according to you? A very important B quite important C little important E not important at all How much you enjoy speaking English? A very much B not much C little E not at all III Speaking anxiety scale The following is a list of some of the factors commonly thought to cause anxiety in speaking In your experience – as a second language learner, which factors seem to you most likely to be associated with speaking anxiety in second language acquisition in the classroom? Please circle the letter which represents the description appropriate to your situation most Scale division: A Never or almost never true to me B Seldom true to me C Sometimes true to me D Often true to me E Always or almost always true to me LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com II I feel more tense and nervous in speaking English class than in A B C D E A B C D E A B C D E I get frustrated when I am asked to discuss with classmates in A B C D E other classes I feel anxious when the speaking topic in the text book is unfamiliar or difficult I feel nervous when I lack background knowledge and vocabulary related to the topics English in a short period of time I tremble and feel my heart pounding when I am going to be A B C D E called on to answer questions in English I am not accustomed to speaking in English A B C D E I fear making mistakes A B C D E I fear mispronouncing English words A B C D E I can not find ideas to answer my teacher’s questions A B C D E 10 I can not find appropriate words and structures to express my A B C D E A B C D E A B C D E A B C D E 14 Even when I am prepared to speak English, I get nervous A B C D E 15 I always feel that the other students are speaking English better A B C D E A B C D E A B C D E A B C D E ideas 11 I feel reluctant to speak English because of my low proficiency in English 12 Teachers’ unenthusiasm prevents me from speaking English in class 13 I start to panic and I am confused when I have to speak in English without preparation than I 16 I feel reluctant to speak English because learning goal is not to communicate, just to pass the exam to get General Certificate of Secondary Education (G.C.S.E.) 17 My introverted personality made me shy and anxious in speaking English in class 18 I not have much opportunity to practice speaking in class LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com III because of my large-sized class 19 I not have good environment to practice speaking skills A B C D E 20 My teacher’s instruction is sometimes not clear A B C D E 21 I start to panic when I know I will be graded in English class A B C D E 22 I feel nervous when I get low marks A B C D E 23 I fear giving a wrong answer while answering questions in A B C D E A B C D E A B C D E 26 I fear teachers’ interruption unpleased attitude A B C D E 27 I will be more willing to speak if my teacher accepts a variety A B C D E A B C D E A B C D E A B C D E A B C D E outside class English class 24 I am afraid that my teacher is ready to correct every mistake I make 25 I am confused and nervous when my teacher interrupt me when I am speaking of my answers 28 My teacher sometimes repeats my mistakes many times, which Makes me lose face 29 I feel uncomfortable when the teacher asks other students to correct my mistakes in English class 30 I am afraid of being laughed at by others when I make a mistakes in English 31 I am afraid that the other students will have bad perceptions at me when I speak in front of the class LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com IV APPENDIX 2: CÂU HỎI PHỎNG VẤN DÀNH CHO HỌC SINH Bạn đánh tính cách mình? (hay lo lắng/ tự tin….) Bạn có thường cảm thấy căng thẳng nói khơng? Cảm giác lo lắng bạn (nếu có) có phải xuất phát từ cá tính bạn hay khơng? Ngun nhân làm bạn lo sợ nói Tiếng Anh? Bạn có nghĩ học sinh khác nói tốt bạn khơng? Điều có ảnh hưởng tới khả nói bạn? Bạn có cảm giác bạn lớp nhận xét/ phê bình câu trả lời bạn trước lớp? Theo bạn, giáo viên nên làm để giảm bớt căng thẳng học nói? Bạn nghĩ có thể/ nên làm để chế ngự sợ hãi/ lo lắng học nói? LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Thank you for evaluating AnyBizSoft PDF Merger! To remove this page, please register your program! Go to Purchase Now>> AnyBizSoft PDF Merger Merge multiple PDF files into one Select page range of PDF to merge Select specific page(s) to merge Extract page(s) from different PDF files download and merge into one AN VAN CHAT LUONG : add luanvanchat@agmail.c ... teaching and learning speaking at Nguyen Quan Nho high school, the data collection instrument, the procedure, the data analysis 2.1 Overview of current teaching and learning speaking at Nguyen Quan. .. Overview of speaking 1.2.1 Definition of speaking Florez (1999) defined speaking was “ an interactive process of constructing meaning that involves producing and receiving and processing information.”... literature on many issues related to anxiety and speaking anxiety These include a definition of foreign language anxiety and its types, definition and the role of speaking in language teaching and
Ngày đăng: 06/12/2022, 08:47
Xem thêm:
