Study of the Effects that Generate the Barriers of Fear in 6th Graders at José Cubero Muñóz...
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STUDY OF THE EFFECTS THAT GENERATE THE
BARRIERS OF FEAR IN 6TH GRADERS AT JOSÉ
CUBERO MUÑOZ PRIMARY SCHOOL
UNIVERSIDAD MAGISTER
MAYRA DURÁN MURILLOGLENDA OROZCO PORTUGUÉZ
2015
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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?
PROBLEM STATEMENT
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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.
GENERAL OBJECTIVE
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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.
SPECIFIC OBJECTIVES
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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.
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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
VARIABLES
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.
JUSTIFICATION 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
BACKGROUNDNowdays 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.
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JOSÉ CUBERO MUÑOZ SCHOOL
LocationPopulationTeachers
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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.
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Shyness
Anxiety
Nervous
Frustration
EFFECTS THAT
GENERATE THE
BARRIER OF FEARS
FEAR OF MOCKING - FEEL UNCOMFORTABLE
SHAME
SPEAKING PROBLEMS - LOW SELF-ESTEEM
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SUBJECTS SOURCES INSTRUMENTS
6TH grader students at
José Cubero Muñoz
Primary School
Books-magazines Observations
Internet Interviews
Thesis References Questionnaires
METHODOLOGY
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40%
60%
0% 0%
Do not understand
It is difficult
Feel fear
Afraid of mocking
GRAPH N°2 REASONS STUDENTS DO NOT LIKE TO SPEAK ENGLISH
BARRIER OF FEAR THAT EXITS IN THE STUDENTS
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GRAPH N°6 NEGATIVE REASONS TO PARTICIPATE IN CLASS
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24%
28%
48%Fear
I do not understand what I say
N/A
THE IMPACT OF THE BARRIER OF FEAR
GRAPH N°13 NEGATIVE FEELINGS FOR ENGLISH SPEAKING
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10%5%
14%
71%
Nervous
Mispronuntation
Shame
N/A
GRAPH N°16 REASONS FOR ORAL PRESENTATION FEARS
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LEARNING OF ENGLISH AS A SECOND LANGUAGE ACQUISITION
GRAPH N°7 PROBLEMS TO LEARN ENGLISH
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RELATIONSHIP BETWEEN COMMUNICATION PROCESS AND BARRIER OF FEAR
GRAPH N°8 UNDERSTANDING INSTRUCTIONS IN ENGLISH
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GRAPH Nº9 NEGATIVE REASONS TO MISUNDERSTANDING INSTRUCTIONS IN ENGLISH
50%
9%
5%
36% Because I do notunderstand English
Lack of vocabulary
Shouts andmaltreatment
N/A
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GRAPH N°18 NEGATIVE EFFECTS OF THE BAD
RELATIONSHIP WITH THE TEACHER
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Conclusion
Effects of fear (misunderstanding, mispronunciation, shame, nervous,
frustration).
Recommendation
Teachers must apply strategies to increase motivation.
Teachers must promote an adequate class environment.
BARRIER OF FEAR THAT EXISTS IN THE STUDENTS
CONCLUSIONS AND RECOMENDATIONS
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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.
IMPACT THE BARRIER OF FEAR
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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
LEARNING OF ENGLISH AS A SECOND LANGUAGE ACQUISITION
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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.
RELATIONSHIP BETWEEN THE COMMUNICATIVE PROCESS AND THE BARRIER OF FEAR
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COST OF THE STUDY
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
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PROPOSAL OF STRATEGIES TO REDUCE THEEFFECTS OF THE BARRIER OF FEAR THAT ARE
PRESENTED IN THE SPEAKING PERFORMANCE OF THE STUDENTS
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GENERAL OBJECTIVE
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.
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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.
SPECIFIC OBJECTIVES
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STRATEGY Nº 1Generating spaces where teachers can be trained and feedback between themselves
TRAINING PROGRAMS ONLINE
SEMINARS
TEACHER FEEDBACK
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STRATEGY Nº 2Improving teachers pedagogical actions for the development of oral skills in the students
WORKSHOPS
USING MOTIVATION AN ENGLISH EVALUATION
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STRATEGY Nº 3
Innovating strategies where students low their fears and increase their oral performance
CREATING AN ENGLISH DAY
CRAZY STORY
THINK-PAIR-SHARE
WORDS BEGINNING WITH A GIVEN LETTER
USE BLOGS
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ROLE-PLAY
CHARADES
SING SONGS
PROMOTING COOPERATIVE LEARNING
PROMOTE AMBIGUITY TOLERANCE
STRATEGY Nº 4
Proposing reinforcement activities in the classroom where the students use only English
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SOCIAL IMPACT
ACADEMIC IMPACT
INSTITUTIONAL IMPACT
IMPACT OF THE PROPOSAL
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INNNOVATIVE AND UNIQUE VALUE OF THE PROPOSAL
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
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OTHER RESEARCHES DERIVED FROM THIS STUDY
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”
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QUESTIONS AND COMMENTS