Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2015.

2. What are the effects that generate the barriers of fear
which interfere in the English learning process of sixth
graders at José Cubero Muñoz Public Primary School?

3. To analyze the effects that generate the barriers of fear
which interfere in the English learning process of 6th
graders at José Cubero Muñoz Public Primary School in
order to propose strategies that facilitate their speaking
performance.

4.  To identify the effects that generate the barriers of
fear in the speaking English performance in the
students at the José Cubero Muñoz School.
 To identify the impact of the barrier of fear in the
learning of English as a Second Language
acquisition.

5.  To study the relationship between the
communication process and the barrier of fear
which interfere in the English learning process.
 To propose strategies to reduce the barriers of
fear that are present in their speaking
performance of the students.

6.  Barrier of fear that exists in the students
 Impact of the barrier of fear
 Learning of English as a second language acquisition
 Relationship between the communicative process and
the barrier of fear

7. .
 Purpose of this investigation.
To identify the effects of fear in students.
To improve their oral communication.
To help teachers to improve the quality of teaching
Nowdays English has been an important aspect to
succeed in many areas.
Sometimes the communication can be affected.
In Costa Rica there is not many studies about this
topic.
This study reports the analysis at School.

8. Location
Population
Teachers

9. MEANING OF FEARS
“Psychological barriers are mind-associated problems that
keep you from reaching a solution, obtaining a goal,
establishing positive relationships or taking a step toward
finding an adequate performance in the oral expression”.
According to The
United States
National Institute
of Mental Health
(2012).
Claims 74% of the adult population
surveyed in North America suffer from
speech anxiety. And Andrew Lloyde,
author of Stage Fright Unlocked a
successful public teaching program,
quotes the top 5 fears of human beings
around the world and the number one is
Public Speaking.

10. Shyness Anxiety
Nervous Frustration

11. SUBJECTS SOURCES INSTRUMENTS
6TH grader students at
José Cubero Muñoz
Primary School
Books-magazines Observations
Internet Interviews
Thesis References Questionnaires

12. 40%
60%
0%
0%
Donot understand
It is difficult
Feelfear
Afraidof mocking

13. GRAPH N°6 NEGATIVE REASONS TO PARTICIPATE IN CLASS

14. 24%
28%
48%
Fear
Ido not
understand what I
say
N/A

15. 10%
5%
14%
71%
Nervous
Mispronuntation
Shame
N/A
GRAPH N°16 REASONS FOR ORAL PRESENTATION
FEARS

16. GRAPH N°7 PROBLEMS TO
LEARN ENGLISH

17. GRAPH N°8 UNDERSTANDING
INSTRUCTIONS IN ENGLISH

18. GRAPH Nº9 NEGATIVE REASONS TO
MISUNDERSTANDING INSTRUCTIONS IN ENGLISH
50%
9%
5%
36% Because I do not
understand English
Lack of vocabulary
Shouts and
maltreatment
N/A

19. GRAPH N°18 NEGATIVE EFFECTS OF THE BAD
RELATIONSHIP WITH THE TEACHER

20. Conclusion
 Effects of fear (misunderstanding, mispronunciation, shame, nervous,
frustration).
Recommendation
 Teachers must apply strategies to increase motivation.
 Teachers must promote an adequate class environment.

21. Conclusion
The impact is reflected when they need to speak.
- Lack of vocabulary.
- Misunderstanding the instructions given to them.
- The teacher does not repeat the instructions, or do so inappropriately.
- The teacher uses an incorrect methodology.
Recommendation
 To keep updating methodologies and strategies used in class.
 Take into consideration each student’s learning style.

22. Conclusion
 The teacher gives some commands in English but speaks Spanish
most of the time as well as students.
Recommendation
 Teachers should make use of the basic natural language (gestures,
intonation, facial expressions, etc).
 To offer workshops and training for teachers

23. Conclusion
 The majority of the students do not understand the instruction.
 Type of evaluation only uses memorizing techniques.
 Students feel uncomfortable and insecure to make an oral
presentation because of the wrong methodology.
Recommendation
 Teachers must provide an environment where the only means of
communication it will be in English language.
 To use an appropriate teaching process.

24. DESCRIPTOR
COST
PER UNIT
(COLONS)
QUANTITY
TOTAL
COST
(COLONS)
TOTAL
COST
(DOLLARS)
Professional
hours(*)
12.546 320
4.014.720
7.527.08
Printing
30 (b/w)
200 (color)
150
25
4.500
5.000
8.45
9.39
Travel
Expenses
600 (liter
of gas)
384 230.400 433.08
Total 4.254.620 7.978
Source: Durán, Mayra and Orozco, Glenda 2014
(*) = Colypro,2014
Note: exchange note from BCCR, December 2014 at 545/dollar

26. To propose strategies to reduce the effects of the barrier of
fear that are presented in the speaking performance of the
students in order to improve their oral communication.

27.  To generate spaces where teachers can be trained and feedback
between themselves.
 To improve teachers pedagogical actions for the development of oral
skills in the students.
 To innovate strategies where students low their fears and increase
their oral performance.
 To propose reinforcement activities in the classroom where the
students use only English.

28. TRAINING PROGRAMS ONLINE
SEMINARS
TEACHER FEEDBACK

29. WORKSHOPS
USING MOTIVATION
AN ENGLISH EVALUATION

30. CREATING AN ENGLISH DAY
CRAZY STORY
THINK-PAIR-SHARE
 WORDS BEGINNING WITH A GIVEN LETTER
USE BLOGS

31.  ROLE-PLAY
 CHARADES
 SING SONGS
 PROMOTING COOPERATIVE LEARNING
 PROMOTE AMBIGUITY TOLERANCE

32.  SOCIAL IMPACT
 ACADEMIC IMPACT
 INSTITUTIONAL IMPACT

33.  The use of the English language in a consistent manner.
 The use of innovative strategies, the continued professional growth
of teachers.
 The improvement of the English language
 No studies were found related to the barriers of fear

34. 1- “How to handle the fear in the Classroom”.
2- “The Fear is Innate or Learned”.
3- “Study the barriers of fear according to
age”