| Titre : | Foreign Language Anxiety in Oral classroom The Case of Second Year LMD Students of English at Moulay Tahar University |
| Auteurs : | BEKRI Khaoula, Auteur ; P/ LLA Dr. Ahmed Hichem GHEMBAZA, Directeur de thèse |
| Type de document : | texte imprimé |
| Editeur : | SAIDA [ALGERIE] : 1- University of Saida - Dr. Moulay Tahar / Faculty of Letters, Languages and Arts Department of English Language and Literature, 2014-2015 |
| Format : | 75p / 27cm |
| Accompagnement : | CD |
| Langues: | Anglais |
| Catégories : | |
| Note de contenu : |
Acknowledgement ………………………………………………………………...I
Dedication ………………………………………………………………………...II Abstract ………………………………………………………………………….III List of Acronyms…………………………………………………………............IV List of Tables……………………………………………………………………...V List of figures…………………………………………………………………….VI List of Pie-charts………………………………………………………………....VI Table of Contents……………………………………………………………….VII General Introduction……………………………………………………………...1 Chapter One: Description of the Speaking Teaching Situation. 1.1 Introduction ……………………………………………………………….......6 1.2 Definition of the Speaking Skill ……………………………………………….6 1.3 The Importance of the Speaking Skill in the English Curriculum………….8 1.3.1 Speaking in language Methods…………………………………………….9 1.3.2 The Characteristics of Successful Speaking Activity……………………11 1.1 Second Year LMD English Curriculum……………………………………...12 1.2 Teaching the Speaking Skill at the University of Moulay Tahar Saida…...13 1.5.1 Teaching skills, methods and materials…………………………………..14 1.5.1.1 The Material…………………………………………………………....15 1.5.1.2 Textbook……………………………………………………………….15 1.5.1.3 Recording………………………………………………………………16 1.5.1.4 Activities……………………………………………………………….16 1.5.1.4.1 Discussion………………………………………………………...16 1.5.1.4.2 Role play………………………………………………………….17 1.5.1.5 The Physical Setting in the Classroom………………………………….17 1.5.1.5.1 Horse-shoes and Circle Arrangement………………………………..17 VIII 1.5.1.5.2 Separate Tables Arrangement……………………………....................19 1.6 Students’ Speaking Difficulties in Foreign language learning……………...19 1.6.1 Nothing to Say………………………………………………………………...20 1.6.2 Low or Uneven Participation…………………………………………………..20 1.6.3 Mother tongue Use……………………………………………………………..20 1.6.4 Inhibition……………………………………………………………………….21 1.7 Methodology and tools………………………………………………………....21 1.7.1 Aim of the Study………………………………………………………….21 1.7.2 Population of the Study…………………………………………………...22 1.7.3 Questionnaires…………………………………………………………….23 1.7.4 Classroom Observation…………………………………………………...23 1.7.5 Definition of key terms…………………………………………………...23 1.8 Conclusion……………………………………………………………………....24 Chapter two: Foreign Language Anxiety in Oral Classroom. 2.1 Introduction…………………………………………………………………….27 2.2 Overview of Anxiety……………………………………………………………27 2.2.1 Types of Anxiety ……………………………………………………………..30 2.2.1.1 Facilitating Anxiety……………………………………………………..31 2.2.2.2 Debilitating Anxiety ……………………………………………………32 2.2.2 Foreign Language Anxiety…………………………………………………..33 2.2.3 Foreign Language Anxiety in Oral Expression……………………………35 2.3 Correlates of Anxiety ………………………………………………………….36 2.3.1 Anxiety and Self- esteem…………………………………………………37 2.3.2 Anxiety and Motivation…………………………………………………..37 2.3.3 Anxiety and Attitudes ……………………………………………………38 IX 2.4 Effects of Anxiety on Oral Performance……………………………………..38 2.5 Reticence in Conversation Classroom………………………………………..40 2.6 Interaction in the Language Classroom………………………………………42 2.6.1 Error Correction…………………………………………………………..43 2.6.2 Help-seeking Behavior……………………………………………………44 2.7 Teacher-students Relationship…………………………………………………44 2.8 Conclusion……………………………………………………………………….45 Chapter Three: Data Analysis, Interpretation and Recommendations 3.1 Introduction……………………………………………………………………...48 3.2 Classroom Observation………………………………………………………….48 3.2.1 The Description of the Classroom Observation…………………………....48 3.2.2 Analysis of the Results……………………………………………………..49 3.2.3 Discussion of the main Results……………………………………………..50 3.3 The students’ Questionnaire…………………………………………………….51 3.3.2 The Sample…………………………………………………………………51 3.3.3 Description of the Questionnaire…………………………………………...51 3.3.4 Analysis of the Results……………………………………………………..54 3.4 The Teachers’ Questionnaire…………………………………………………...61 3.4.1 The Sample…………………………………………………………………61 3.4.2 Description of the Questionnaire…………………………………………..61 3.4.3 Analysis of the Results……………………………………………………..62 3.4.4 Discussion ………………………………………………………………….68 3.5 Suggestions and Recommendations…………………………………………….69 3.6 Conclusion………………………………………………………………………..70 General Conclusion………………………………………………………………….72 Bibliography……………………………………………………………….................74 X Appendices…………………………………………………………………………....80 Appendix I……………………………………………………………………………81 Appendix II………………………………………………………………..…………83 |
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