英语男女学生对课堂口语陈述中口语焦虑的感知

Debby Almira, Etika - Rachmawati, Didih Faridah
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引用次数: 1

摘要

本研究旨在探讨英语男女学生对课堂口头报告中口语焦虑的认知,以及男女学生处理课堂口头报告中口语焦虑的策略。然后,作者提出了两个研究问题:(1)英语男女学生对课堂口语陈述中的口语焦虑的看法是什么?(2)英语男女学生在课堂口头报告中应对口语焦虑的策略是什么?本研究采用个案分析的定性研究策略。研究对象为30名二年级学生,其中男15名,女15名,分别来自于Ciamis的一所私立大学。第一个研究问题的结果发现,男女学生在课堂上做报告时总是感到焦虑,焦虑是由自我焦虑、其他学生焦虑和老师焦虑等因素引起的。此外,第二个研究问题的结果显示,学生在课堂口头报告中处理口语焦虑的策略如下。第一,努力变得自信。第二,使气氛更加愉快。第三,做好准备。最后,我们希望学生在课堂上的口头陈述会让他们感到焦虑,但仍然可以通过一些策略来处理他们的口语焦虑。此外,建议进一步的教师寻找一些技巧来提高他们的英语教学能力,在教学时必须考虑学生的心理方面,如焦虑和动机。关键词:口语焦虑,性别,感知,课堂口语陈述
本文章由计算机程序翻译,如有差异,请以英文原文为准。
EFL MALE AND FEMALE STUDENTS’ PERCEPTION ON SPEAKING ANXIETY IN CLASS-ORAL PRESENTATIONS
The study attempted to investigate the perceptions of EFL male and female students about speaking anxiety in class-oral presentations and the strategies of EFL male and female students do to handle their speaking anxiety in class-oral presentations. Afterwarrds, the writer set forth two research questions: (1) What are the perceptions of EFL male and female  students about speaking anxiety in class-oral presentations? (2) What are the strategies of EFL male and female students do to handle their speaking anxiety in class-oral presentations?. This study employed qualitative strategies by using case study. The participants were 30 second grade students which consists of 15 male and 15 female students from one of private university in Ciamis. The results for the first research question found that male and female students always felt anxiety if they should present a presentation at class and that anxiety was caused by some factors such as anxiety because of their selves, other students and their teachers. Moreover, the results for the second research question revealed that strategies used by students do to handle their speaking anxiety in class-oral presentations as follows. The first, trying to be confident. The second, making the atmosphere more cheerful. The third, well prepare. Finally, it is expected that class-oral presentations make the students feel anxious but still could handle their speaking anxiety with several strategies. Besides, it is suggested for further teachers to find out some technique to improve their ability in teaching English and must consider the aspect of students’ psychology such as anxiety and motivation when they teach. . Keywords: speaking anxiety, gender, perception, class-oral presentations
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