The teachers' Role EFLLearners' Anxiety to The teachers' Role in Coping with FLLearners' Anxiety ...

209 Pages·2012·0.93 MB·English

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MMoohhaammeedd KKhhiiddeerr UUnniivveerrssiittyy ooff BBiisskkrraa
Faculty of Letters and Languages
DDeeppaarrttmmeenntt ooff FFoorreeiiggnn Languages
Division of English

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Proficiency
Case Studyy:: TThhiirrdd YYeeaarr LLMMDD students of English aatt MMoohhaammeedd KKhhider – Biskra

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PPrreeppaarreedd bbyy:: SSuuppeerrvviisseedd bbyy::
-MMiissss.. AAbbddeerrrreezzaagguuii AAffaaff -Dr. MMeeddddoouurr MMoosstteeffaa

Supervisor Dr.. MMeeddddoouurr MMoosstteeffaa M.C.B UUnniivveerrssiittyy ooff BBiisskkrraa
Chairman MMrr.. SSlliimmaannii SSaaiidd M.A.A UUnniivveerrssiittyy ooff BBiisskkrraa
Examiner MMrrss.. AAiicchhaaoouuiiTThheellddjjaa M.A.B UUnniivveerrssiittyy ooff BBiisskkrraa

Academic year: 2014/2015
I

Dedication

To the adorable memory of my late mother
To my precious father
To my gorgeous aunt
To my dear brothers and lovely sisters
To my nieces and nephews
To all my friends

I dedicate this work
II

Acknowledgments
Initially, all my praise goes to Allah because He was with me all the way to reach this
important phase; (Alhamdulillah).
Then to my respectful supervisor,Dr. Meddour Mostefa I owe grateful appreciations
because he guides me throughout the whole steps of this research; giving me support, valuable
remarks andhelping suggestions, and without his comments and encouragements this work
would never been accomplished.
I am greatly appreciated to the jury Mr. Slimani Said and Mrs. AichaouiTheldja for
their encouragements and effective critical comments.
Special thanks goto the teachers I made the interview and the classroom observation
with, Mr. Boukhama and Miss. Zerighui; for their support and facilitating role; then, all the
students of third year who help me in accomplishing my interview.
My appreciations also owe to my friend BennecerAssia and Wafa for their continuous
ask about me and their beneficial advices for my work due to their previous experience.
Besides them, I would like to appreciate my pure friend SoltaniFaiza for her moral support
and my classmate Ibrahim Douida who provides me with useful materials concerning my
topic.
My final thank will due to all the persons who help me in one way or another to fulfill
this work.
III

Abstract
According to the efficient role the teacher plays in foreign language teaching, the current
study aims to discover the teacher’s role in coping with learners’ anxiety as a severe challenge
most of foreign language learners are suffering from especially in speaking. This research
opted for the qualitative research as a method through two instruments; a classroom
observation that was conducted with two groups, and an interview that was also conducted
with students and teachers. The results revealed from the two mentioned instruments have a
contributing role in confirming the hypothesis set for this research that is the teacher’ support
has a crucial role in lowering foreign language anxiety and enhances their oral proficiency.
These results are common in the roles the teacher plays in foreign language classto make it
less stressful and enjoyable for students. Then a set of structured recommendations revealed at
the end, for students and teachers as well. For teachers, to try to adopt new strategies and
methods which contribute in making the class healthier and more comfortable for students to
express themselves. Then for students, they should try to conquer their fears and try to work
more on their level in order to be self-confident.
IV

Abbreviations
EFL: English as a Foreign Language.
LMD: License/ Master/ Doctorate.
V

List of figures
Figure 01: Schematic Diagram………………………………………….………….…....….12
Figure 02: Anxiety as a result or as a cause of learners’ poor performance…….…….…….13
Figure 03: Classical conditioning of school phobia……………………………………..…..18
Figure 04: Sequence of exchanges of classroom work……………………………………...21
VI

Table of content
Dedication ………………………………………….…………...…………………………… I
Acknowledgements …………………………………………………………………………. II
Abstract ……………………………………………………………………………………... III
List of abbreviations …………………….………………………………………………….. IV
List of figures ………………………………….……………..………..…………………….. V
General introduction …………………………………………………………………………. 1
1. Statement of the problem ………………………………………………..………….. 2
2. Significance of the study……………………..……………………………………….2
3. Hypothesis ………………………………………..…………………………………..3
4. Research question and foreshadowed questions or sub-questions………...………….3
5. The method and data gathering tools ...….…………………………….…...………. 4
PART ONE: Literature Review
Chapter One: General Overview on Anxiety
Introduction …………………………………………………………………………………....6
1. Definition of anxiety ……………………….…………………………………..…….7
2. Types of anxiety ………………………………………….………………………..…8
3. Theories of anxiety …………………….……………………………………….........9
3.1 Communication apprehension …………………………………………….....9
3.2 Test anxiety …………………..………………………..….………………..10
3.3 Fear of negative evaluation ……..…………………...…………………..…12
VII

4. Language anxiety as a result or as a cause ……………………………………….…13
5. Anxiety and speaking ………………………………………………………….……14
5.1. Definition of speaking ………………………………………………..……..14
5.2. The relationship between anxiety and speaking ………..…………..….…....14
5.3. Speaking anxiety ………………………….…………………….….…….....15
6. Sources of speaking anxiety ………………………………………………..……....16
6.1. Lack of self-confidence ……………………………………………….........16
6.2. Fear of committing mistakes ………………………………………….........17
6.3. Negative experiences ……………………………………………………......17
6.4. Shyness ………………………………………………………………….…..19
6.5. Lack of motivation …………………………………………………….…....19
6.6. Overcrowded classes ………………………………………………………..20
6.7. Instructor-learner interaction ………………………………………………..21
6.8. Peers ………………………………………………………………………...22
6.9. Lack of before head preparation ……………...…………………..………...22
7. Other sources of anxiety ……………………………………………………………23
8. Manifestations of anxiety………………………………………………...…………24
8.1. General avoidance………………………………….…………...…………..24
8.2. Physical actions ……………………………….……………………………24
8.3. Psychological actions ……………………..………………………………...24
8.4. Other signs of language anxiety……….…..………………………………...25
Conclusion ………………………………………………….………………………………..25
Chapter Two: Teachers’ Role in Coping with Anxiety
Introduction ………………………………………………………………………………….26
VIII

1. Defining teacher and teaching ………………………………...……………….....27
1.1. Definition of teacher ……………………………….……………………..27
1.2. Definition of teaching …………………………….…………………....…27
2. The relation between teachers and students ……………...……………………....28
3. Teachers’ role ….…………………………………………………………………29
3.1. Caring…………………………………………………………………..…29
3.2. Understanding ……………………………………………………………29
3.3. Listening ……………………………………………………………….....30
3.4. Knowing students as individuals …………………………………..…..…30
4. Teachers’ strategies to enhance the willingness of students to speak ….……...…31
4.1. Humanistic strategies …………..……….………………………………...31
4.2. Cooperative learning ………………….………….…………………….....31
4.3. Motivation ……………………………..…………………………………32
5. The procedures and methods that reduces anxiety ……………………….………33
5.1. Total physical response ……………..…………………………………....34
5.2. The silent way ………...…………………………………………………..35
5.3. Suggestopedia …………………..…………………………………….…..36
5.4. The communicative approach ………..…………………………….…..…37
6. Communicative strategies for reducing classroom anxiety ……………...…….…39
6.1. Interactional opportunities provided by the teacher ………….…..……....39
6.1.1. Role play ………………………………………………………………….39
6.1.2. Pair work ………………………...………………………………………..40
6.1.3. Simulation …………………...…………………………………………....40
6.2. Classroom confidence and trust …………………...…………………..…41
6.3. Create less stressful environment …………………...…………………....42
IX

7. Teacher’ support ………………………………………………………...………..…..43
8. The teacher’s coping with anxiety…………………………………………...……..…45
Conclusion ………………………………………………………………………………….. 45
PART TWO: Field Work
Chapter Three: Data Collection, Analysis and Findings
Introduction ………………………………………………………………………………….46
1. Classroom observation …………………………………………….……………………..47
1.1.Novice teacher’s classroom observation analysis …………..…….……………………..48
1.2. Expert teacher’s classroom observation analysis ………………...……………………...51
2. The interview …………………………………………………………………………….55
2.1. Students’ interview …………………………………………………..………………….56
2.2. Teachers’ interview ……………………………………………………..…………….....60
3. Recommendations …………………………………………………………………….….64
3.1. Suggestions to students ……………………………………………………..…………...65
3.2. Recommendations for teachers …………………………………………………..….......66
Conclusion ………………………………………………………………………………...…67
General conclusion……………………………………………………………………………68
References
Appendices
Arabic abstract