Ouacila diapo
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The People’s Democratic Republic of AlgeriaMinistry of Higher Education and Scientific Research
Abderrahmane Mira University, BejaiaFaculty of Arts and Languages
Department of English
The Effect of Oral Communication Strategies Instruction on EFL Learners’ Speaking Anxiety during Oral Sessions
Case study: Third Year LMD, LSD Students at the Department of English, at the University of Bejaia
A Dissertation Submitted in Partial Fulfillment for the Requirement of the Master Degree in Didactics of English
Submitted by: Ms. Ouacila AIT ELDJOUDI
Members of the JuryChair: Dr. Nadia AHOUARI –IDRI
Supervisor: Mr. Chafa OUALI Examiner 1: Mrs. Linda KHENOUNE- GHOUT
June 2015
Variables of the Title
Four Compensation strategies
Third year LMD students’ speaking
anxiety
Independent Variable Dependent Variable
Outline of the presentation General IntroductionStatement of the problem Research questions HypothesisStrategies choice Reseach Goals Significance of the studyMethodology and research designStrategies implementation instruments Discussion of The major findings Limitations, Implications and Suggestions
IntroductionLearning a foreign language requires a mastery of four skills notably,
reading, writing, listening and speaking. The latter skill, i.e speaking, is hampered by psychological factors most importantly anxiety which render learners unwilling to communicate despite their language competence whether at its beginning state or agravated one.
Therefore, many researchers have suggested anxiety reducing remedies, for instance, Cutrone (2009) propounded a stride toward a less evaluative classroom environment (i.e self-feed learning) wherby learners speak freely. Likewise, Madj (2014) testified the teaching of communication strategies and its impact on the EFL learners’ motivation and anxiety level.
To this effect, communication strategies instruction would probably serve the need of reducing EFL learners’ speaking anxiety and helping them fill their vocabulary gap while attempting to vocalise the target tongue.
Statement of the Problem
From the problem discovery questionnaire distributed to the third year students, we found that 58,87% of the student-participants complained about the complexity of speaking skill which can be attributed to linguistic and psychological factors according to the previous researchrs’ findings (e.g, Boughandura, 2012).
Also, the majority of them recourse to avoudance strategies that are grouped among the inappropriate or anxiety showing strategies. For instance, they use a lot of fillers (emm) and the mother tongue while communicating in English.
Research Questions
1.Would the student-participants who are taught specific communication
strategies show less speaking anxiety than those in the control group?
2.Is teaching communication strategies a practical way of reducing students’ speaking
anxiety?
3.What are the students’ attitudes towards
communication strategies’ instruction?
Hypothesis
If oral teachers train learners to use the appropriate communication strategies,
then learners would probably feel less anxious during oral sessions
Strategies Choice We selected the strategies to train our learners on according to
the claims of Dorneyei (1995) and Oxford (1990). The strategies are as follows:
1.Circumlocution 2.Appeal for help 3.Approximation
4.Non-linguistic means
Research Goals The aim behind the contribution of this
work is of threefold:
Finding out the effect of teachinng compensation strategies on EFL learners’speaking anxiety
Consolidating learners’ strategic competence
Verifying the importance of teaching communication strategies and implementing them to classroom
speaking activites
Significance of the Study This study would probably provide helpful keys for the EFL
community in as far as speaking skill is concerned. First, rises the learners’ awareness towards the importance of
using communication strategies to: *avoid communication breakdown*diminish their feeling of anxiety *improve their language repertoireSecond, presents for the teachers some procedures of how
teaching and implemnting communication strategies in the speaking class.
Third, gives an insight for syllabus designers on the importance of designing a speaking curriculum containing communication strategies’instruction.
Research Design Quasi-experimental Reseach Design
CONTROL GROUPSUB-GROUP A
FOCUS GROUP SUB-GROUP B
A hybrid Methodology QUANTITATIVE QUALITATIVE
Pre-post Test
Learners’ Speaking
Log
Focus Group
Interview
Pre-test Comparative Results
fear of negative evaluation
test anxiety communication apprehension
overall
2.7 2.6 2.6 2.6
1.1 1.1 1.1 1.1
2.92.6 2.6 2.7
1.1 1.1 1.1 1.1
Mean CG Std, CG Mean EG Std, EG
Treatment
1.Circumlocution 2.Appeal for help 3.Approximation
4.Non-linguistic means
Post-test Comparative Results
fear of negative evaluation test anxiety communication apprehension overall
2.9
2.4
2.9
2.7
1.1 1.1 1.1 1.1
3.54
3.043.17
3.25
1.01 1.04 1 1.02
Mean CG Std, CG Mean EG Std, EG
Strategies’ Implementation Instruments
Recording Materials
Classroom Observation Checklist
Pictures and Handouts
Audio-taped students’ performances Video-taped students’
performances
The Major Findings First, third year LMD students showed less feelings of anxiety in
comparison to the students in the control group Second, communication strategies instruction can be cosidered as a
practical way of diminishing speaking anxiety according to the results Third, third year students welcomed positively the training programme
with the last expression saying ‘we want additional sessions’. Fourth, they slightly developed their strategic competence and
vocabulary as well.Finally, the how the selected strategies are taught play a prominent role
in students’ speaking anxiety reduction.
All in all, our hypothesis is confirmed with the intersting results obtained from the analysis of the quantitative and qualitative data instruments.
Limitations of the Study
External Internal
• Little scoped sample• Short training period.
• Only four Strategies are selected.
• Honesty of the students’ answers
• Motivational problems • Training procedures
issues
Pedagogical Implications
DEVELOPING STUDENTS’ LINGUISTIC AND DISCOURSE COMPETENCE
ADOPTING COOPERATIVE LEARNING TECHNIQUES TO TEACH SPEAKING
ADOPTING PROBLEM-BASED LEARNING TO TEACH OTHER COURSES.
Recommendation for Further Research
Fishing For Other Specified Techniques For Teaching Oral Communication Strategies
Testifying The Importance Of Teaching Communication Strategies On EFL Learners Vocabulary Growth
Adopting A True Experimental Research Design For A Replication Of The Study At Hand With A Large Scoped Sample.
Third Year Students’ Additional Speaking Issues
Pronunciation Vocabulary Grammar
Conversation Gambit.
Thank You For Your Attention
The End
MY FREIND IS A BOOK
MY ENEMY IS A FREIND