9722601蔡幸瑜 Lynn
Upcoming SlideShare
Loading in...5
×
 

9722601蔡幸瑜 Lynn

on

  • 660 views

 

Statistics

Views

Total Views
660
Views on SlideShare
656
Embed Views
4

Actions

Likes
1
Downloads
5
Comments
0

2 Embeds 4

http://cyut-teresa.blogspot.com 3
http://cyut-teresa.blogspot.tw 1

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

9722601蔡幸瑜 Lynn 9722601蔡幸瑜 Lynn Presentation Transcript

  • Shing-Yu Lynn Tsai Dr. Pi-Ying Teresa Hsu January 5, 2009 EFL Students’ and Teacher’s Preferences for Speaking In-class Activities and Their Relationships to the Students’ Foreign Language Anxiety
  • Contents 1. Introduction 2. Literature Review 3. Methodology
  • Introduction Grammar translation method Teacher-centered approach Task-based Student-centered approach
  • Introduction
    • The influences of the affective side of a learner
    • which contribute to success or failure in foreign
    • language anxiety have been supported.
    • (Horwitz, 2000 & Brown, 2001)
  • Statement of the Problems Anxiety (Kern,1995 & Oxford 1991) Mismatch Teachers’ perception Students’ perception
  • Purposes of the Study To identify EFL students and their teachers preference toward in-class activities. To investigate the relationships between the students and teachers preference to students’ foreign language anxiety
  • Research Questions Q1 Q2 What are EFL students’ and their teachers’ preferences for in-class activities? What kinds of in-class activities are anxiety-provoking to EFL students?
  • Research Questions Q3 Q4 Are there any conflicts between the students’ and the teachers’ preferences for in-class activities? What is the foreign language anxiety level of the students from the university of technology?
  • Significance of the study
    • English became a required subject from elementary
    • school to university in Taiwan. Realizing students’
    • needs and likes are particularly important to our
    • understanding of language learning.
    • (He, 1996; Garrett & Shortall, 2002 )
  • Definition of terms Foreign language anxiety In-class activity
  • Definition of terms self-perceptions beliefs feelings behaviors Foreign Language Anxiety ( Horwitz,1986)
  • Definition of terms
    • In-class activity
    • In-class activity is defined as a reasonably unified set of
    • students behaviors , limited in time, preceded by some
    • direction from the teacher with a particular objective.
    • (Brown, 2001)
  • Example of in-class activities In-class Activities Group Discussion Peer Editing Role plays Games& Drills
  • Literature Review Communication Apprehension Learners’ beliefs and self –perceptions Teachers’ belief and attitudes Theoretical Frameworks
  • Literature Review
    • Communication Apprehension
    • Communication Apprehension is a type of shyness
    • characterized by fear of or anxiety about communicating
    • with people. Communication apprehensions refers to an
    • individual’s discomfort and tension when speaking or
    • performing in public.
    • (Horwitz, 1986)
  • Literature Review
    • Learners’ beliefs and self –perceptions
    • The majority of the college students with high level of
    • foreign language anxiety perceived their language
    • course difficulty , while the majority of their low -anxious
    • counterparts perceived their language course easy .
    • ( Ganschow, 1994)
  • Literature Review
    • Teachers’ belief and attitudes
    • Teacher who believed their roles were to correct
    • students’ errors, who felt they could not let students
    • work in pair because they feared the class would be get
    • out of the control , who thought teachers’ job were doing
    • most of lectures.
    • ( Young, 1991)
  • Methodology English major students: 60 are freshmen and 60 are sophomores. Chaoyang University of Technology 2009 Participants Place Time
  • Instrument The preference towards in-class activity questionnaires for students. Observation and interview Quantitative The foreign language anxiety scale FLCAS.pdf Quantitative Qualitative
  • Research Procedure Qualitative The preference and anxiety towards in-class activity questionnaires for students observation interview Quantitative Data Collection Data Collection Formal study Pilot study
  • Data Collection The preference and anxiety towards in-class activity questionnaires for students Observation & Tape-recorded interview 1. SPSS 13.0 2. Independent T-test( Q1& Q3 ) 3. Descriptive analysis ( Q2 & Q4 )
  • Thank you for your attention!