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Language Anxiety and Teachers’ Support in English class
Graduation ThesisPresented to
The Faculty of the Department ofEnglish Language and LiteratureNotre Dame Seishin University
In Partial Fulfillmentof the Requirement for the Degree
Bachelor of Arts
byAnna Yoshioka
2017
Contents
Abstract
Chapter One: Introduction1. 1 Introduction 11. 2 What is anxiety? 11. 3 What is language anxiety? 51. 4 What causes student’s language anxiety? 61. 5 The connection between language anxiety and teacher’s support 91. 6 Research questions 101. 7 Conclusion 10
Chapter Two: Data Collection2. 1 Introduction 122. 2 The Questionnaire 12 2. 2. 1 Introduction 12 2. 2. 2 Method 122. 3 Results 142. 4 Summary 28
Chapter Three: Discussion3. 1 Introduction 293. 2 Summary of the results 293. 3 Discussion of the results 303. 4 Answering research questions 343. 5 Implications 353. 6 Limitations of the thesis 363. 7 Further research 363. 8 Conclusion 37
References 38Appendices 40
Abstract
English is essential language for our life, but almost of us feel anxious
about learning and using English. In this thesis, we will look at anxiety in school
activity. In English classes, teacher’s support play an important role. If we find
out our anxiety and teacher’s support, we can cope with our anxiety and learn
English more efficiently.
20 students and 7 teachers in Notre Dame Seishin University took the
questionnaire. The questionnaire asked how anxious students feel in each
situation, what teacher’s support students need, and these questionnaires are
divided into four skill’s anxiety that is listening anxiety, speaking anxiety, reading
anxiety and writing anxiety. I also asked teachers what the most common
reason why students feel anxious is.
From the questionnaire data, we will compare student’s data with
teacher’s data. It found that students and teachers have same opinions about
situation, but about teacher’s support, we saw the difference between students
and teachers.
Chapter One: Introduction
1. 1 Introduction
Today, English is one of the necessities of our life because of
globalization. In Japan, English was introduced into as a subject taught in
elementary school recently, and the importance of English has been
emphasized in junior high school and high school, too. Not only students but
also adults learn English because many of them have opportunities to use
English in their life. However, when they try to learn English, they often
encounter the barrier of their negative feelings like pressure, fears, or hesitation.
These negative feelings are called Anxiety and affects the learner’s studying,
and makes them lose their confidence. In English class, these feelings often
grow among students because they care about negative evaluation from
classmates and teachers. In this thesis, I want to explain about what causes
students’ anxiety and what support teachers should give them to make students
comfortable.
1. 2 What is anxiety?
When we try to do something, we sometimes feel unpleasantness such
as pressure, tension, impatience and fear, which is called anxiety. Anxiety is one
of the hateful feelings we humans have, and refers to a vague fear such as the
feeling of being deeply distressed. For example, “I am nervous about
tomorrow’s math test. ” or “What should I do for next class’s speech?” These
feelings are included in anxiety. Just like this, when we learn L2, we feel
anxious. Especially, most of the students worry about anxiety in the foreign
language classes. Students with anxiety care about evaluation of teachers or
friends excessively, and they tend to keep silence in the class. Then what is the
substance of anxiety? Let’s have a look it in the next section.
1. 2. 1 The definition of anxiety
There are some definitions and types of anxiety, and language anxiety
is but one of several anxieties. Here are a few examples:-
1. Anxiety is the subjective feeling of tension, apprehension, nervousness, and
worry associated with an arousal of the autonomic nervous system.
(Spielberger, 1983)
2. The feeling of tension and apprehension specifically associated with second
language contexts, including speaking, listening, and learning. (Onwuegbuzie,
Bailey & Daly, 1999)
In learning L2, many reasons such as personality, motivation, intelligence and
aptitude cause individual differences. These factors are more or less related our
success in acquiring L2. Some of them are impossible to be controlled by
teachers. For example, age, intelligence, and aptitude cannot adjusted by
someone, but negative feelings for L2, anxiety are possible to be lowered by
teachers.
1. 2. 2 Types of anxiety
There are several types of anxiety
1. Trait anxiety
Trait anxiety refers to the stable tendency and negative emotions such
as fears, worries, and anxiety across many situations. Trait anxiety is a state of
being disturbed deeply and at a global level. This anxiety makes recognition
decline and leads to people avoiding situations. People with high-level trait
anxiety are commonly nervous and a lack of stability of their emotions.
Conversely, people with low-level trait anxiety are comparatively moderate and
their emotions are suitable. Thus, trait anxiety describes a personality
characteristic rather than a temporary feeling. For example, people who have
trait anxiety feel nervous easier than ordinary people.
2. State anxiety
State anxiety describes temporary and situational feelings. This anxiety
is caused by the specific situations such as giving a speech in public, taking an
important test, and communicating in foreign language. State anxiety arises
when the person tries to something is a risk for them, and the emotion
continues during the action. However, when they reach the end, state anxiety
goes away at the same time. Thus, state anxiety refers to a temporary condition
in response to some perceived threat.
3. Situation specific anxiety
Situation specific anxiety arises in specific given situations such as
public speaking, calculating some figures, and attending English classes. This
anxiety is temporary and a situational feeling. It is classified into three subtypes
as follows.
(1) Test anxiety
Test anxiety is a type of performance anxiety from a fear of failure.
Almost everyone feels a little nervous and stressed before a test. Having a little
of this anxiety actually helps us to peak perform while we are taking a test.
However, for some people, this anxiety prevents them from doing well. The
nervousness they feel before a test can be so strong that it interferes with their
concentration or performance.
(2) Fear of negative evaluation
Fear of negative evaluation is defined by Watson and Friend (1969) as
“apprehension about other’s elevations, distress over negative evaluations by
others, and the expectation that others would evaluate one negatively.” It is
related to specific personality aspect such as anxiousness, submissiveness,
and social avoidance. Especially students tend to have this anxiety because
they care about their evaluation from teachers in school.
(3) Communication apprehension
Communication apprehension is defined as an individual’s fear or
anxiety associated with either real or anticipated communication with another
person. It is said that 31 percent of elementary school students experience
some level of communication apprehension. This type of anxiety is a type of
shyness characterized by fear or anxiety about communicating with people.
Some of the subjects with communication apprehension are not good at
discussing in groups.
1. 3 What is language anxiety?
The definition of language anxiety is different according to each
researcher. Here are some examples. According to Horwitz, et al. (1986: 128),
foreign language anxiety is defined as “a distinct complex of self-perceptions,
beliefs feelings and behaviors related to classroom language learning arising
from the uniqueness of the language learning process. ”
MacIntyre and Gardner (1994b: 284) refers “the feeling of tension and
apprehension specifically associated with second language contexts, in
particular second language performance. ” Language anxiety varies by the
range of study or concept of the research, so the definition of language anxiety
is not generalized yet.
1. 3. 1 Effect of language anxiety
People with language anxiety tend to lack concentration or easily forget
what they studied. Some of them try to evade learning learning language such
as by purposefully forgetting homework, or being absent from foreign language
classes. As for physical symptom of language anxiety, most people with
language anxiety feel a stomachache or their heart beats faster, when they
perform or learn L2.
Krashen and Terrell (1983) insist that in learning L2, there is an affective
filter that is an emotional barrier associated with success or failure of acquiring
a second language, and it is better to make affective filter low when acquiring
L2. Some solutions to lower the affective filter will be mentioned in this thesis,
and we want to focus on improvement of self-esteem here. Recently, young
people who have self-esteem have decreased, and it is quite related with
learning anxiety.
1. 4 What causes student language anxiety?
According to Horwitz (1986), the view of learning language is different
according to what skill a learner put stress on. Some learners think
pronunciation is very important, others think vocabulary is significant when they
study English. There are various views of learning language. However, when
they are not able to control the skill that they think it is very important, they tend
to feel anxious. In this section, students’ anxiety is divided into four skills,
listening anxiety, speaking anxiety, reading anxiety and writing anxiety.
1) Listening anxiety
Most students feel listening anxiety, because they do not have many
opportunities to practice listening both in English classes and in their study at
home. Here are some causes of listening anxiety.
Learners may feel anxious while listening in the target language
due to many factors such as the authenticity of the listening text,
incomprehensibility of the listening material and some external
environmental factors like noise and inaudibility. (Gonen, 2009)
The reason why many students complain about the difficulties of listening
in FL may also depend on feelings of inadequacies or lack of confidence.
(Dunkel 1991)
Students’ responses focused on the characteristics of the input (nature of
the speech, level of difficulty, lack of clarity, lack of visual support, and lack
of repetition) as being a major source of anxiety. (Vogely, 1998)
Unlike the other three skills, students don’t have enough materials to
understand English because they have to understand by only their hearing.
However, they often encounter these situations when they learn to
communicate in English, so listening competence is significant for students.
(Atasheneh, 2012)
2) Speaking anxiety
Speaking anxiety is common in English classes, because students tend
to feel pressure or be embarrassed when they have opportunity to speak
English such as giving a speech, introducing themselves, or telling information
to classmates. This is because they fear negative evaluation from teachers, or
classmates. In the classroom, students excessively care about how others
thinks about their performance, and this prevents them from speaking naturally
or fluently.
3) Reading anxiety
Reading anxiety seems to be lower than other three skills in terms of
anxiety, but many students have this anxiety in learning English. Some students
encounter problems when reading. They read the paragraphs in the text but are
still unaware of what they have read. (Freese, 1997)
Even when they are able to read the words, they may not be able to
understand the meaning of words, or what the contents are. This is because
reading texts in foreign language makes students encounter unfamiliar cultures
or different writing systems. Addition to this, in the classroom, they have the
limited time to read, and answer the questions about what they read, so some
students fall into a panic, and give up to read the texts.
(Hui-Ju, 2012)
4) Writing anxiety
When students write sentences in English, they have to notice many
things such as grammar, spelling, or writing system. Errors in writing is difficult
for students to find by themselves, so many errors checked by teacher make
their confidence decrease. However, a little writing anxiety is positive effect for
students, because students who have this anxiety tend to check what they write
more carefully. Error correction is deeply related to students’ anxiety.
1. 5 The connection between language anxiety and teachers’
support
Support of teachers play an important role to cope with language
anxiety. “Hallinan (2008) found that students liked school better if they
felt supported with respect and praise from their teachers. The more the
students liked school, the better their academic and social outcomes. It is nearly
impossible to eliminate anxiety entirely, but as Horwitz (2008) suggests,
teachers can help students feel more comfortable. Teachers’ support and
understanding are particularly important. The results from
Abu-Rabia’s (2004) study showed that the attitudes of seventh-grade EFL
learners concerning teacher support were negatively correlated with language-
learning anxiety. ”Therefore, not only what teachers teach but also how they
support students and their attitudes to students closely relate to students’
acquisition.
“Meanwhile, teachers should correct students’ mistakes gently, using
humor and games to create a relaxed and low-anxiety environment, and
engage students in small groups and in pair activities to make them more
comfortable. ”
Teachers’ support, especially in how to correct students’ errors, has a significant
relationship with language anxiety because most students fear of negative
evaluation from teachers, which is one of the types of anxiety.
In my teaching practice, teachers in high school often had time to make
students talk about their answers in pairs. It is important support for students’
understanding.
In my research, I want to see what support students need and what
support teachers give to cope with language anxiety.
1. 6 Research Questions
Language anxiety is closely related to students’ language acquisition,
and teachers’ support play an important role in how to cope with their anxiety
and make their better understanding. However, we do not know what support
students need concretely, and whether what students need and teachers’
support are the same or not. In this thesis we will compare students’ idea with
teachers’ idea. I’ll show the research in four skills, listening, speaking, reading
and writing.
1. How anxious do students feel in each of several situations?
2. What support do students need to cope with their anxiety?
3. What do teachers think about students’ anxiety?
4. What support do teachers give students to cope with their anxiety?
1. 7 Conclusion
Language anxiety has effect on language acquisition, and it often
prevents learners from understanding and / or performing well. There are six
types of anxiety and most students feel anxiety in learning language. In
addition, teachers’ support is closely related to students’ learning. If teachers
can support students effectively, students can feel more comfortable and get
confidence to perform and understand the language.
In Chapter Two, we will look at the result of some research and
compare students’ answers and teachers’ answers.
Chapter 2: The Questionnaire
2. 1 Introduction
In Chapter One, we looked at the definition of anxiety and the effect of
language anxiety in English class. Anxiety means negative feelings like
pressure, fear, or hesitation, which influences language acquisition. To improve
this affective barrier, teachers’ support plays an important role.
In Chapter Two, we will look at the results of a questionnaire about how
anxious students feel in each situation which, divided into the four skills,
listening, speaking, reading and writing, and compare what support students
need with what support teachers give.
2. 2 The Questionnaire
2. 2. 1 Introduction
The questionnaire was designed to figure out how anxious students feel
when learning English and what teachers’ support is effective for students’
English learning. In the questionnaire, I want to discover the difference between
support students need and the support teachers give, and analyze the date to
find the best support to make student comfortable.
2. 2. 2 Method
Aim
The aim of this questionnaire was to find out how anxious students feel
and the difference between what support students need and what support
teachers give. Moreover, we will look at what support is the best in each
situation, which is divided into four skills, listening, speaking, reading, and
writing in the results.
1) Subject
Third year students and fourth year students of Notre Dame Seishin
University answered the questionnaire for students’ anxiety, and 7 teachers in
the English department of this university answered the questionnaire about
teachers’ opinions on anxiety. Third year students are 4 people in the English
department, and fourth year students are 12 people in the English deparment, 2
people in Comtemporary Sociological Studies department and 2 people in
Human Living Sciences department.
2) Test design
The questions were classified into four skills, listening, speaking,
reading, and writing. This questionnaire asked students about “ How anxious do
you feel in each situation?” and “What support do you need to feel more
comfortable?” Also, this asked teachers the subjects about “How anxious do
students feel in each situation?”, “ What are the most common reasons why
students feel anxious?” and “What support do you give to make students feel
comfortable?” About each situation, I made the list by myself. When I made it, I
asked English teachers how activity there are in English class and used some
books about English education as reference.
In the question of “how anxious students feel”, subjects chose one
answer from “I feel very anxious,” “I feel a little anxious,” “I feel a little
comfortable,” or “I feel very comfortable”. The reason why students feel anxious
was an open answer question. For students’ questionnaire, in the question of
“what support do you need from teachers?” there were some choices like “Give
a script” and open answer space, because it is difficult for students to imagine
teachers’ support, and for teachers’ questionnaire, in these questions, only open
answer space was given. In addition, I asked them “what are the most common
reasons why students feel anxious. The questionnaire is in the Appendices.
3) Procedure
The questionnaire for students was put on the Internet and can be
found in the Appendices. Subjects answered it on Google Forms. The
questionnaire for teachers as answered on paper and can be found in the
Appendices. Their answers were analyzed into how many people answer each
question.
2. 3 Results
2. 3. 1 The data about English and anxiety itself
In this section, we will look about how anxious students feel and both
the students’ answers and teachers’ answers about what skill causes anxiety.
Table 1: Do you like studying English? (Students’ answer)
Yes I do not like studying English very much. No
70% 15% 15%
Table 2: Have you felt anxiety in learning English? (Students’ answer)
Often Sometimes Rarely Never
35% 50% 15% 0%
70% of the subjects like studying English. However, no one answered they have
never felt anxiety and 85% of the subjects feel it sometimes or often.
Table 3: What skill do you feel anxiety with the most? (Students’ answer)
Listening Speaking Readin
g
Writing Vocabulary Grammar Pronunciation
0% 65% 5% 5% 5% 10% 10%
Most students feel anxiety about speaking, and 10% of the subjects care about
Grammar and Pronunciation. This is because they have to care about these
skills in school classes, activity or tests.
Table 4: What skill do you think most students feel anxious about? (Teachers’
answer)
Listening Speaking Reading Writing Vocabulary Grammar Pronunciatio
n
23% 46% 0% 0% 8% 8% 15%
Most teachers think students feel anxious about speaking too, but they
think listening and pronunciation cause students’ anxiety.
2. 3. 2 The data about Language Anxiety in four skillsThis section presents the data from the questionnaire about language
anxiety which is divided four skills, and as a choice, I gave these situations that
I thought what situations or activities students experience in the English class.
1) Listening Anxiety
Table 5: How anxious do you feel? (Students’ answer)
Very
anxiou
s
A little
anxious
A little
comfortable
Very
comfortable
1. When speed is too fast 60% 40% 0% 0%
2. When speed is too low 5% 5% 60% 30%
3. When the contents are
complicated55% 40% 0% 5%
4. When the contents are easy 5% 0% 30% 65%
5. When you cannot understand
chunking or clustering30% 70% 0% 0%
6. When you listen to recorded
voice such as CDs or tapes5% 35% 50% 10%
7. When you listen to ALT or
native teachers’ speaking20% 35% 30% 15%
8. When students listen to
Japanese teachers’ speaking5% 30% 50% 15%
9. When students listen to
unknown sentences25% 65% 5% 5%
10. When students listen to
sentences which they have a
script
5% 10% 45% 40%
11. When students listen to
friend’s speaking5% 40% 30% 25%
Most students feel anxious when speed is too fast, when the contents
are complicated, when you cannot understand chunking or clustering and when
students listen to unknown sentences. However, when they listen to sentences
which they have a script, they feel comfortable.
Table 6: How anxious do students feel? (Teachers’ answer)
Very
anxious
A little
anxious
A little
comfortable
Very
comfortable
1. When speed is too fast 100% 0% 0% 0%
2. When speed is too low 0% 13% 38% 49%
3. When the contents are 86% 14% 0% 0%
complicated
4. When the contents are easy 0% 0% 60% 40%
5. When students cannot
understand chunking or
clustering
50% 50% 0% 0%
6. When students listen to
recorded voice such as CDs or
tapes
0% 43% 57% 0%
7. When students listen to ALT
or native teachers’ speaking29% 42% 29% 0%
8. When students listen to
Japanese teachers’ speaking0% 33% 50% 17%
9. When students listen to
unknown sentences24% 63% 13% 0%
10. When students listen to
sentences which they have a
script
0% 0% 57% 43%
11. When students listen to
friend’s speaking0% 0% 75% 25%
Most teachers think when speed is too fast, when the contents are
complicated, when students cannot understand chunking or clustering and
when students listen to unknown sentences, students feel anxious, but when
students listen to sentences which they have a script and when students listen
to friend’s speaking, they feel comfortable.
2) Speaking Anxiety
Table 7: How anxious do you feel? (Students’ answer)
Very
anxious
A little
anxious
A little
comfortable
Very
comfortable
1. When you talk in pairs 5% 45% 40% 10%
2. When you talk in groups
(4~6people)20% 50% 30% 0%
3. When you speak in front of
classmates such as making a
speech
35% 45% 10% 10%
4. When you speak with
Japanese teacher15% 45% 25% 15%
5. When you speak with ALT or
a native teacher30% 30% 30% 10%
6. When you speak about
themselves20% 35% 30% 15%
7. When you tell their ideas or
opinions30% 30% 35% 0%
8. When you tell information
about news, movie and so on5% 55% 35% 5%
9. When you answer the
teachers’ questions5% 70% 20% 0%
10. When you have a
manuscript5% 25% 40% 30%
Most students feel anxious when you talk in groups (4~6 people), when
you speak in front of classmates such as making a speech, and when you
answer the teachers’ questions. In this table, only when you have a manuscript,
most of the students feel comfortable.
Table 8: How anxious do students feel? (Teachers’ answer)Very
anxious
A little
anxious
A little
comfortable
Very
comfortable
1. When students talk in pairs 0% 0% 50% 50%
2. When students talk in groups
(4~6people)0% 0% 90% 10%
3. When students speak in front
of classmates such as making a
speech
50% 50% 0% 0%
4. When students speak with
Japanese teacher0% 33% 33% 34%
5. When students speak with
ALT or a native teacher38% 38% 24% 0%
6. When students speak about
themselves13% 38% 49% 0%
7. When students tell their ideas
or opinions34% 56% 10% 0%
8. When students tell
information about news, movie
and so on
14% 29% 57% 0%
9. When students answer the
teachers’ questions13% 75% 12% 0%
10. When students have a
manuscript0% 50% 17% 33%
When students talk in pairs and when students talk in groups (4~6
people), 100% of teachers think they feel comfortable. On the contrary, 100% of
teachers think they feel anxious, when students speak in front of classmates
such as making a speech.
3) Reading AnxietyTable 9: How anxious do you feel? (Students’ answer)
Very
anxious
A little
anxious
A little
comfortable
Very
comfortable
1. When you translate
sentences10% 35% 35% 20%
2. When you read aloud by
themselves10% 25% 40% 25%
3. When you read aloud in pairs 10% 25% 50% 15%
4. When you read as one 5% 10% 35% 50%
5. When you read silently 5% 15% 30% 50%
6. When you read and answer
some questions5% 50% 35% 10%
7. When you recite sentences 10% 45% 25% 20%
8. When you have to read fast
(limit time to read)20% 45% 20% 15%
9. When you have enough time
to read5% 15% 30% 50%
10. When you find a word which
you do not know the meaning30% 50% 20% 0%
Most students feel comfortable, when you read as one, when you read
silently and when you have enough time to read. When you find a word which
you do not know the meaning, they feel anxious.
Table 10: How anxious do students feel? (Teachers’ answer)Very
anxious
A little
anxious
A little
comfortable
Very
comfortable
1. When students translate
sentences0% 43% 57% 0%
2. When students read aloud by
themselves0% 14% 43% 43%
3. When students read aloud in
pairs0% 14% 86% 0%
4. When students read as one 0% 0% 57% 43%
5. When students read silently 0% 0% 43% 57%
6. When students read and
answer some questions0% 43% 57% 0%
7. When students recite
sentences0% 33% 50% 17%
8. When students have to read
fast (limit time to read)10% 90% 0% 0%
9. When students have enough
time to read0% 14% 57% 29%
10. When students find a word
which students do not know the
meaning
25% 63% 12% 0%
When students read as one and when students read silently, 100% of
teachers think they feel comfortable, and when students have enough time to
read, most teachers think they feel comfortable too. Contrarily, when students
find a word which students do not know the meaning, 88% of teachers think
they feel anxious.
4) Writing AnxietyTable 11: How anxious do you feel? (Students’ answer)
Very
anxious
A little
anxious
A little
comfortable
Very
comfortable
1. When you summarize a story
in a textbook25% 45% 15% 15%
2. When you translate Japanese
into English20% 40% 35% 5%
3. When you write your opinion
about something you read15% 40% 40% 5%
4. When you write an Email 20% 60% 20% 0%
5. When you write letters 20% 60% 20% 0%
6. When you write a manuscript
which you have a speech15% 35% 45% 5%
When you write an Email and when you write letters, most students feel
anxious.
Table 12: How anxious do students feel? (Teachers’ answer)
Very
anxious
A little
anxious
A little
comfortable
Very
comfortable
1. When students summarize a
story in a textbook14% 57% 0% 29%
2. When students translate
Japanese into English0% 43% 57% 0%
3. When students write their
opinion about something they
read
29% 29% 29% 13%
4. When student write an Email 0% 14% 43% 43%
5. When student write letters 0% 43% 43% 14%
6. When students write
manuscripts that they have a
speech
50% 50% 0% 0%
Most teachers think students feel anxious, when students summarize a
story in a textbook and when students write manuscripts that they have a
speech. When students write an Email, they think students feel comfortable.
2.3.3 The most common reasons why students feel anxious
This section presents the data from the questionnaire for students of
“why do you feel anxiety?” and the questionnaire for teachers of “what are the
most common reasons why students feel anxious?”
Table 17: teachers’ answer
Listening ・Fear of missing vital information (2)
・Assessment
・They are afraid they won’t understand.
・Speaker’s speed is too fast.
・When they have no background information about the topic.
・When they do not have a large vocabulary.
・Lack of comprehension (3)
・They are afraid others understand, but only they do not.
Speaking ・Fear of mistakes, errors, not being understood (4)
・Fear of not meeting pre-set objectives
・They are not sure about the concept.
・They are concerned about any questions.
・Fear of not being able to respond appropriately, quickly
enough, and naturally enough.
・Fear of sounding strange or foolish.
・Nervousness in general about using a second language.
・Afraid to show their language level to others.
・Lack of practice.
Reading ・Feel lost and helpless.
・Feel pressured to understand something beyond their ability.
・Lack of vocabulary.
・Lack of background knowledge of the subject.
・They do not understand enough of the content.
・Feel the material is too difficult.
・More focused on task than enjoying or engaging with the
material.
・Being assessed.
・English sentence style is the different of Japanese style.
Writing ・Focus on accuracy over content.
・Belief there is “only one” answer (only correct way to
translate).
・Limited amount of writing exercises. (2)
・Tasks which leads to unfamiliarity with other types of writing
tasks they have encounter.
・Lack of writing fluency.
・They feel they must get it right the first time.
・They do not understand the writing process and that
revisions are almost always needed.
・Perhaps they are unable to suitably express the ideas or
opinions in their heads in Japanese into English.
・Interference in Japanese.
・Lack of vocabulary.
About the listening section, most teachers said the reason why students
feel anxious is they are afraid they won’t understand and lack of comprehension
because when students listen to English, they fear to miss vital information.
In the speaking section, there were many opinions about fear of
mistakes, errors, not being understand, because they do not have confidence in
their pronunciation.
On the reading section, some teachers said about the material such as
feel the material is too difficult or lack of background knowledge of the subject.
Finally, in the writing section, most teachers said they do not understand
the writing process because of limited amount of writing exercises and lack of
writing fluency.
2.3.4 The data about Teachers’ supportThis section presents the data from the questionnaire for students of
“what teachers’ support do you want?” and that for students of “what support
do you give to make students feel comfortable?”
Table 13: Teachers’ support for listeningStudents’Answer
I want teachers to...・teach pronunciation. (6)・teach change of pronunciation such as linking, assimilation, or elision. (4)・give a script. (7)・teach difficult vocabulary before listening. (8)・stop the voice by a sentence or chinking. (6)・introduce the topic of contents before listening. (9)・teach the point which they have to listen carefully. (2)・change the speed of voice by their ability. (1)・tell them the meaning of questions. (1)
Teachers’Answer
The support which I give student is ...・compensation strategies (Could you say that again? / I do not understand.... / What does ~ mean?)・to give enough input to understand listening・to repeat a lot (2)・to make students repeat the voice.・to try to speak more slowly and clearly.・to advise them to practice listening online outside of class・to make them check with their partner (in Japanese)・to do 15~20 minutes of dictation practice in every class.・multiple listening.
1) listen to the content for a purpose2) read the text for content comprehension3) focus on language4) listen again
・variety of listening activities.・progressive and manageable enabling and terminal objectives.
About students’ answer, most students said they wanted teacher to
introduce the topic of contents before listening or teach difficult vocabulary
before listening. On the contrary, most teachers said the supports, which they
gave students, was to repeat a lot, to make students repeat the voice and to
listen again.
Table 14: Teachers’ support for speakingStudents’Answer
I want teachers to...・check a manuscript before speaking. (10)・check pronunciation or intonation. (10)・set a situation or topic. (4)・give time to check with a partner. (2)・correct error. (7)
Teachers’Answer
The support which I give student is ...・to create atmosphere that leads to low affective filters.・opportunities for them to control content and dictate outcomes.・time to prepare.・to teach communication strategies: circumlocution, word coining, approximately.・besides checking homework or reading something prepared, I rarely put students on the spot to speak freely in front of the whole classes.・most speaking is done in pairs or groups – it’s less stressful.・not to correct all errors.・try to avoid Katakana pronunciation.・give responses. (to make conversation smoothly)
Most students want teachers to check a manuscript before speaking
and to check pronunciation or intonation, and seven students said they
wanted teachers to correct error. However, one teachers said the support,
which he gave, is not to correct all errors.
Table 15: Teachers’ support for readingStudents’Answer
I want teachers to...・listen to CD (model reading) . (6)・give time to practice with a partner. (2)・introduce the new words . (12)・read the sentences as a model . (7)・read aloud with them. (4)・show pictures or videos to understand the contents easily. (5)・allow to use the dictionary.・tell me about the topic.
Teachers’Answer
The support which I give student is ...・to make students try to guess the meaning from the context. (2)・to read the story which is used various sentence structure.・to allow students to read for pleasure or a suitable level for them.・reading at an appropriate ‘Goldilocks’ (not too hard, not too easy) level to build confidence.・to provide manageable amount of material.・to provide interesting/ engaging material.・to use students selected material.・to use a variety of pre/past reading activities.・to read for contents.・to focus on language.・pre reading-speaking tasks that elicit the content and vocabulary.
Most students want teacher to introduce the new words and to read
the sentences as a model. The support which teachers give students are to
make students try to guess the meaning from the context, to provide
interesting/engaging material, and so on.
Table 16: Teachers’ support for writingStudents’Answer
I want teachers to...・give help with making correct sentences . (8)・actually correct my sentences by giving me to correct words. (7)・check grammar. (14)・give grammar points to write. (11)・check spelling (5)・give some vocabularies (3)・teach only error points ( not to give correct answer) (2)
Teachers’Answer
The support which I give student is ...・to allow them to choose topics they write about.・to focus on form and content equally ( do over emphasize one).・to let students know of improvement they have done.・to focus more process than result.・to make the students share their papers with other students which encourages them to try to make them more interesting.・multiple chances to rewrite based upon a correction code.・model texts.・clear instructions.・to try to give balanced feedback stressing good points and explaining with mistakes need to be corrected.
14 students, which is the most answer in this subject, said they
wanted teachers to check grammar. However, no teachers said anything
about grammar, but one teacher said let students know of the improvement
they have made.
2.4 SummaryIn this chapter, we found how anxious students feel anxious in each
situation and how anxious teachers think students feel it. About teacher’s
answer, we also found teacher’s ideas about common reasons why students
feel anxious. We also looked both student’s opinions and teacher’s opinions
about teacher’s support. In next chapter, we will reveal the results of this
Chapter 3 Discussion
3.1 Introduction
In Chapter One, we looked at the definition of anxiety, which is the
feeling of tension and apprehension specifically associated with second
language acquisition, and there are six types of anxiety, which are trait
anxiety, state anxiety, test anxiety, fear of negative evaluation and
communication apprehension. Additionally, we looked at listening anxiety,
speaking anxiety, reading anxiety and writing anxiety, and its effect on L2
learning. Finally, we discussed the connection between language anxiety and
teachers’ support.
In Chapter Two, we found how anxious do students feel in four skills,
and what support students need to be more comfortable, and also looked at
teachers’ opinions about these things. In addition, we saw their ideas about
the most common reasons why students feel anxious.
In this chapter, we will compare the students’ answer with teachers’
answer in each question, and find out what the difference between the
students’ needs and the teachers’ support.
3.2 Summary of the results
In this chapter, we will look at the questionnaire results. The data were
collected from 20 students and 7 teachers in Notre Dame Seishin University.
This questionnaire was designed to find out how anxious students feel in each
situations and how they cope with their anxiety. In the results section, I
compared students’ opinion with teachers’ opinion, about which situations
students feel anxious and found some situations are different, but their
answers were almost the same. However, about the reason of anxiety and
teachers’ support, their answers varied.
3.3 Discussion of the results
3.3.1 Introduction
Now, we will compare the students’’ answer and teachers’ answer in
each category, and makes the difference clear. We also look about the reason
why students feel anxious.
3.3.2 Discussion in Listening situation category
Most students answered they feel anxious “when speed is too fast,”
“when the contents are complicated,” and “when students listen to unknown
sentences.” Most teachers answered they think students feel anxious in these
situations. Subjects who answered they feel anxious “when speed is too fast”
said “when speed is too fast, I can’t concentrate on contents in a hurry.”
Subjects who answered they feel anxious “when the contents are
complicated” said “when the contents are complicated, I can’t understand the
meaning at the same time.” One teacher said the reason why students can’t
understand the contents is that students have no background information
about the topic. Other students said “when the contents are complicated, I
worry that other students understand and I am the only student who can’t
understand.” The negative feeling is peer pressure. Teachers said same
reasons that they are afraid others understand, but only they do not. About
“when students listen to unknown sentences”, most students said the reason
is a lack of vocabulary. Most teachers said the reason why students feel
anxious in listening activities is fear of missing vital information.
3.3.3 Discussion in Speaking situation category
Most students answered they feel anxious “when students talk in
groups,” “when students speak in front of classmates such as making a
speech” and “when students answer the teachers’ questions.” About “when
students talk in groups”, however, most teachers answered they think most
students feel comfortable. Students who answered they feel anxious “when
students speak in front of classmates” said they do not have confidence in
their pronunciation. Other students said I confuse the same meaning words
such as “tell” and “say”. Most students said they feel anxious about grammar.
Most teachers said the reason why students feel anxious about
speaking activities is fear of mistakes, errors, and not being understood. In
reading or writing activities, they can correct their errors, but in speaking
activities, they have to respond quickly, so they fear of not being able to
respond appropriately and naturally enough, and fear sounding strange or
foolish.
3.3.4 Discussion in Reading situation category
Most students answered they feel anxious “when students find a word
which they do not know the meaning”, and they feel comfortable “when
students read as one,” “when students read silently,” and “when students
enough time to read.” Most teachers answered the same results in these
situations. Most students said the reason why they feel anxious about reading
is a lack of vocabulary, and the speed of reading is low. However, some
students feel comfortable about reading, because they can understand the
meaning by reading before and after.
Most teachers said the reason why students feel anxious in reading
activities is that they feel material is too difficult and more focused on task
than enjoying or engaging with the material. One students said English
sentence style is different from the Japanese style. About this opinion, some
students said they do not understand grammar of the sentence.
3.3.5 Discussion in Writing situation category
Most students answered they feel anxious “when students write an
Email” and “when students write letters”. Most teachers answered they think
students feel anxious “when students summarize a story in a textbook” and
“when students write manuscripts that they have a speech”. Most students
feel the reason they feel anxious about writing is that they do not understand
about grammar and a lack of words. Other students said they have fear of
making errors. However, some students said they feel comfortable because in
writing activities, they can use a dictionary and have enough time to think.
Most teachers said the reason why students feel anxious in writing
activities is the limited amount of writing exercises. Other students said
students do not understand the writing process and that revisions are almost
always needed.
3.3.6 Discussion in Teachers’ support for Listening anxiety
Most students answered they want teachers to introduce the topic of
contents before listening. This means they want to have background about
the contents of listening. Other students answered they want teachers to
teach difficult vocabulary before listening. Many students feel they want to
ready to listen by giving new words or knowledge. Some students answered
they want teachers to teach pronunciation or stop the voice for a sentence or
by chunking. The big difference between Japanese pronunciation and English
pronunciation such as assimilation makes students uncomfortable, so they
want to care a lot about pronunciation in listening activity.
Teachers’ answer varied. About the speed of listening, some teachers
answered, they try to speak more slowly and clearly and repeat a lot. About
the comprehension of the contents, they make students check with their
partner in Japanese and give enough input to understand listening. Most
teachers answered they give variety of listening activities or listen again, so to
cope with listening anxiety, practice makes perfect.
3.3.7 Discussion in Teachers’ support for Speaking anxiety
Most students answered they want teachers to check a manuscript
before speaking. Some students said they make manuscripts to feel
comfortable when they have to speak. Other students answered they want
teachers to check pronunciation, or intonation. This is related to the reason
why students feel anxious about listening and having a lack of confidence in
pronunciation. Some students answered they want teachers to correct errors
because they have fear of making errors and negative evaluation from
teachers or classmates, so they care about their errors too much, and it cause
their anxiety.
Most teachers answered the support which they give students is to
create atmosphere that leads to low affective filters. Speaking skill ability is
greatly related to the environment where they speak English, and a good
atmosphere is caused by classmate’s motivation and the contents of activities
and so on. Other teachers answered most speaking is done in pairs or groups
to be less stressful. In the speaking situation category, speaking in pairs is the
most comfortable for students, but about speaking in groups, some students
feel anxious, so we have to think about how many people we should gather to
make a comfortable group.
3.3.8 Discussion in Teachers’ support for Reading anxiety
Most students answered they want teachers to introduce the new
words. This is related to a lack of confidence which is the biggest reason why
students feel reading anxiety. Other students answered they want teachers to
read the sentences as a model and listen to CD (model reading), because
when they read aloud, they feel anxious about their pronunciation and do not
understand chunking or clustering. Some students answered they want
teachers to show pictures or videos to help them understand the contents
easily. Recently, various audio visual aids have introduced in English classes,
and it helps students more deeply understanding and interesting.
Most teachers answered the support which they give students is to
make students try to guess the meaning from the context. This is the
important exercise to improve reading skills. It is important to start to read the
material at the suitable level. Most teachers said reading at an appropriate
level to build confidence and to allow students to read for pleasure or a
suitable level for them. The feeling that they are interesting in contents and
they can read English sentences improves their confidence.
3.3.9 Discussion in Teachers’ support for Writing anxiety
Most students answered they want teachers to check grammar and
give grammar points to write. Many students care about grammar and it is
related to in English classes, grammar is too focused, so students care too
much about errors
about grammar. About correcting errors, some students said they want
teachers to correct their sentences by giving them the correct words. Other
students said they want teachers to teach only error points (not to give correct
answer).
About evaluation of writing, some teachers answered they focus more
process than results. Other teachers answered they make the students share
their papers with other students which encourages them to try to make them
more interesting. This leads to students’ improvement. Some teachers
answered they try to give balanced feedback stressing good points and
explaining with mistakes need to be corrected.
3.4 Answering research questions
In this chapter, we looked at the results of the questionnaire, and we
will now present the answers for research questions.
1. How anxious do students feel in each of several situation?Students feel anxious in different situations. Most students feel a lack
of vocabulary or knowledge is the reason why they feel anxiety in four skills.
In every situation, the feeling “they do not know” causes them anxiety.
2. What support do students need to cope with their anxiety?In Listening and Reading activities, most students want teachers to
give background such as concept of the story, new vocabulary and
knowledge. In Speaking and Writing activity, they want teachers to correct
their errors.
3. What do teachers think about students’ anxiety?
About situations, they gave almost the same results. They think the
reason why students feel anxious is different depending on the activity. In
listening activities, they think the reasons is fear of missing vital information.
About speaking activities, they think the reason is fear of mistakes, not being
understood. In reading activities, they think the reason is reading material is
too difficult, and about writing activities, they think the reason is limited
amount of writing exercise.
4. What support do teachers give students to cope with their anxiety?In Listening and Reading activities, they give students various
exercises to cope with students’ anxiety. For example, about reading, they
make students check understand of the story or pronunciation in pairs. In
Speaking activities, they create atmosphere to less stressful such as make
pairs or groups. However, some students feel anxious about group activity. In
Writing activities, they focus more their process than results.
3.5 Implications
Most students feel anxiety in learning L2, and language anxiety
prevents students perform successfully. In English classes, many students
feel anxious about various activities. The most common reason why students
feel anxious is feeling that they do not know. If they encounter the words that
they do not know the meaning or situations that they do not know how to cope
with, they are afraid of mistakes or negative evaluations from teachers and
classmates. This makes their confidence and motivations decrease.
In English class, teachers’ support plays an important role to cope
with students’ anxiety. When students perceive that their teacher emotionally
supports them, they tend to engage them more actively and make a greater
effort in English activity.
In Chapter Two,, students and teachers have the same opinions about
anxiety in various situation, but about teachers’ support, we saw the difference
between students and teachers. Students want teachers to give new words or
concept of the story to be less stressful. Teachers will give them, but they give
other supports such as checking with partner to make students comfortable.
3.6 Limitations of the Experiments
There are some limitations with this experiment that we have to aware
of it. First, this experiment was conducted only on students and teachers in
Notre Dame Seishin University. The questionnaire should have been
conducted more widely.
Second, only university students were asked. If the experiment had
been conducted with Junior high school students or High school students, we
could find some differences. About teachers’ support, if the questionnaire is
conducted on teachers in Junior high school or High school, we could know
opinions about modern English class in school.
3.7 Further research
There are a few areas that we can research in the future.
Firstly, in this thesis, we looked only negative aspects of anxiety.
However, there are positive aspects of anxiety to study hard. In fact, some
students said about positive effect of anxiety. For example, one students said
“If I feel anxiety about the speed of other speaking, I can have confidence
because I feel that my English skill is accepted.” If we research about positive
aspects of anxiety, we can cope with our anxiety positively.
Secondly, we considered anxiety in English class. However, we also
speak English in another situation. For example, when we are in office, we
have to use business English. In this case, we feel anxious because we have
to care about politeness, communicating information appropriately, and so on.
If we research about anxiety in another situations, we can learn language
anxiety more deeply.
3.8 Conclusion
It is important for us to know the relationship between anxiety and
learning L2, because anxiety relates deeply with our performance and
motivation. Most of us feel anxious when we learn English, but it is natural.
The important thing is that we know about our anxiety and how we cope with
it.
The reason why we feel anxious is various, but in this thesis, we knew
that most students feel the reason is a lack of knowledge. It is necessary for
us to improve our English skill to feel more comfortable, because it leads to
our confidence.
In English class, teachers’ support plays very important role to make
students feel comfortable. Teachers’ support is different by teachers,
atmosphere in classroom, or what activity we do.
References
Books
Horwitz,E.& Dolly, J. Young. 1991. Language anxiety: From Theory and Research Classroom Implications. Englewood Cliffs.
Horwitz, E., Horwitz, M & Cope, J. 1986. Foreign Language Classroom Anxiety. The modern Language Journal, 70 (2). pp.125-132
Wang, L. 2008. 第二言語における心理的不安の研究、ひつじ書房
瀧口 優 2003. 「苦手」を「好き」に変える英語授業、大修館書店
佐野 正之 2000. アクション・リサーチのすすめ、大修館書店
齋藤 栄二 1996. 英語授業レベルアップの基礎、大修館書店
齋藤 栄二 1998. 英語授業実践への成功、大修館書店
三浦 孝 2006. ヒューマンな英語授業がしたい!、研究社
Websites accessed
河 内 千栄子 英語学習に対する学習者の不安要因* ―専攻、性差、およびその変化―http://repository.kurume-u.ac.jp/dspace/bitstream/11316/444/1/gaiken23_15-40.pdf#search='%E8%8B%B1%E8%AA%9E%E5%AD%A6%E7%BF%92%E3%81%AB%E3%81%8A%E3%81%91%E3%82%8B%E5%AD%A6%E7%BF%92%E8%80%85%E3%81%AE%E4%B8%8D%E5%AE%89%E8%A6%81%E5%9B%A0'. Accessed July 20, 2016
Hui-Ju W. Anxiety and Reading Comprehension Performance in English as a Foreign Language.http://asian-efl-journal.com/PDF/Volume-13-Issue-2-wu.pdf#search='Anxiety+and+reading+comprehension+performance'. Accessed August 4, 2016
Naser A. The Role of Teachers in Reducing/Increasing Listening Comprehension Test Anxiety: A Case of Iranian EFL Learners
http://www.ccsenet.org/journal/index.php/elt/article/view/15278
Accessed in August 4, 2016
Shufen H. (Corresponding author) Department of Teaching, Learning, and Culture, The Relationship between Teacher and Peer Support and English-Language Learners’ Anxiety
http://www.ccsenet.org/journal/index.php/elt/article/view/5200, Accessed in August 4, 2016
Appendices
Questionnaire for students (English version)
The questionnaire about language anxiety and teacher's supportHello, I'm Anna Yoshioka. I'm writing my undergraduate thesis about language anxiety, and I want to compare student's idea and teacher's idea. Please think and answer ALL question's situations as in ENGLISH classes. If you confuse, please let me know. Thank you for your time and kindness.*必須
Names *
回答を入力Do you like studying English? *YesI don't like studying English very much.No
Do you plan to be an English teacher in the future? *YesMaybe, I've not decided.No
Have you felt anxiety in learning English? *oftensometimesrarelynever
What skill do you feel anxiety with the most? *ListeningSpeakingReadingWritingVocabularyGrammarPronunciation
Anxiety about listening
These questions are about listening anxiety. Please think all situations about listening ENGLISH.How anxious do you feel? *
Very anxious A little anxious A little comfortable Very comfortableWhen speed is too fastWhen speed is too slowWhen the contents are complicatedWhen the contents are easyWhen you cannot understand chunking (意味のまとまり)or clustering(区切り).When you listen to recorded voice such as CDs or tapes.When you listen to ALT or native speaking.When you listen to Japanese teacher's speaking.When you listen to unknown sentences.When you listen to sentences which you have a script.When you listen to friend's speaking.Why do you feel this? *
回答を入力What teacher's support do you want ? *Teaching pronunciation
Teaching change of pronunciation such as linking (音の連結), assimilation(音の同化)or elision(音の脱落)
Give a script
Teaching difficult vocabulary before listening
Stop the voice by a sentence or chunking(意味のまとまり)
Introduce the topic of contents before listening
その他:
必須
What can you do to make you feel comfortable about listening? *
回答を入力Anxiety about speakingThese questions are about speaking anxiety. Please think all situations about speaking in ENGLISH.How anxious do you feel? *
Very anxious A little anxiety A little comfortable Very comfortableWhen you talk in pairsWhen you talk in group (4~6people)When you speak in front of classmatesWhen you speak with Japanese teachersWhen you speak with ALT or a native teacherWhen you speak about yourselfWhen you tell your idea or opinionWhen you tell information about news, movie and so onWhen you answer the teacher's questionsWhen you have a manuscriptWhy do you feel this? *
回答を入力What teacher's support do you want ? *Check a manuscript before speakingCheck pronunciation or intonationSet the situation or topicGive time to check with a partnerその他:
What can you do to make you feel comfortable about speaking? *
回答を入力Anxiety about readingThese questions are about reading anxiety. Please think all situations about reading ENGLISH.How anxious do you feel? *
Very anxious A little anxiety A little comfortable Very comfortableWhen you translate sentencesWhen you read aloud by yourselfWhen you read aloud in pairsWhen you read as one (一斉に)When you read silentlyWhen you read and answer some questionsWhen you recite (暗唱する) sentencesWhen you have to read fast (limit time to read)When you have enough time to readWhen you find a word which you don't know the meaning
Why do you feel this? *
回答を入力What teacher's support do you want ? *Give time to practice with a partner
Introduce the new wordsTeacher reads sentences as a modelListen to CDTeacher reads togetherShow the picture or movie to understand contents of the story easilyその他:
What can you do to make you feel comfortable about reading? *
回答を入力Anxiety about writingThese questions are about writing anxiety. Please think all situations about writing in ENGLISH.How anxious do you feel? *
Very anxious A little anxiety A little comfortable Very comfortableWhen you summarize a story in a textbookWhen you translate Japanese into EnglishWhen you write your opinion about something you readWhen you write EmailWhen you write lettersWhen you write a manuscript which you have a speechWhy do you feel this? *
回答を入力What teacher's support do you want ? *Check grammarCheck spellingGive free writing tasksGive some vocabularies to writeGive grammar points to writeGive help with making correct sentencesGive help showing how to put a whole text togetherActually correct my sentences by giving me to correct wordsDon't tell me the exact mistake - just underline it so I can think for myselfその他:
What can you do to make you feel comfortable about writing? *
回答を入力
Questionnaire for students (Japanese version)*必須名前、学科、年齢を教えてください *
回答を入力あなたは英語を勉強するのが好きですか? *はいいいえどちらでもない
あなたは将来英語の教師になる予定がありますか? *はいまだ決めていないいいえ
あなたは英語学習において不安を感じた経験はありますか? *よくある時々あるめったにないまったくない
あなたは次のうち、どの技能に最も不安を感じますか? *リスニングスピーキングリーディングライティング語彙文法発音リスニングこれらの質問はリスニングの不安についてです。
あなたは次の活動においてどの程度不安を感じていますか? *とても不安を感じる 少し不安を感じる あまり不安を感じない まったく不安を感じないリスニングのスピードが速すぎるときリスニングのスピードが遅すぎるとき内容が複雑(難しい)とき内容が簡単なとき音声の意味のまとまりや区切りがわからないときCD やテープなどの録音したものを聞くときALT やネイティブの先生の話を聞き取るとき日本人の先生の英語を聞き取るとき知らない文章が出てきたときスクリプト(原稿)を与えられたものを聞くとき友達が話しているのを聞くとき
上記以外でリスニングにおける不安な活動はありますか?また上記で不安を感じるも
のがあったとき、それはどのような原因があると思いますか? (回答例:ネイティ
ブが話すと緊張するから など) *
回答を入力あなたはリスニング活動時に教師からどのようなサポートをしてもらいたいですか? *発音を教えてほしい
原稿を与えてほしい
難しい単語についてあらかじめ教えてほしい
意味のまとまりごとに音声を止めてほしい
リスニング前に内容の導入をしてほしい
選択肢 6
必須上記以外であなたが思う教師のサポートはありますか?また、あなた自身が不安を軽減
するために出来ることは何かありますか?(回答例:積極的に英語を聞くようにする
など) *
回答を入力スピーキングこれらの質問はスピーキングの不安についてです。
あなたは次の活動においてどの程度不安を感じていますか? *とても不安を感じる 少し不安を感じる あまり不安を感じない まったく不安を感じないペアで会話する4~6 人のグループで話し合いをするクラスメイトの前で話をする日本人の先生と会話するALT やネイティブの先生と話をする自分のことについて話す自分の考えや意見を伝えるニュース、映画などの情報を伝える先生の質問に答える原稿をもって話す上記以外でスピーキングにおける不安な活動はありますか?また上記で不安を感じる
ものがあったとき、それはどのような原因があると思いますか? (回答例:自分の
発音に自信がないから など) *
回答を入力あなたはスピーキング活動時に教師からどのようなサポートをしてもらいたいです
か?
話す前に原稿をチェックしてほしい
発音やイントネーションをチェックしてほしい
シチュエーションやトピックを設定してほしい
ペアで確認する時間がほしい
誤りを訂正してほしい
誤りを訂正されたくない
上記以外であなたが思う教師のサポートはありますか?また、あなた自身が不安を軽減
するために出来ることは何かありますか?(回答例:原稿をあらかじめ作っておく
など) *
回答を入力これらの質問はリーディングの不安についてです。
あなたは次の活動においてどの程度不安を感じていますか? *とても不安を感じる 少し不安を感じる あまり不安を感じない まったく不安を感じない文章を訳すとき声に出して一人で読むとき声に出してペアで読むとき声に出して一斉に読むとき黙読するとき読んでいくつかの質問に答えるとき暗唱するとき速読するとき(時間制限がある)熟読するとき(時間制限なし)意味の分からない単語が出てきたとき
上記以外でリーディングにおける不安な活動はありますか?また上記で不安を感じる
ものがあったとき、それはどのような原因があると思いますか? (回答例:読むス
ピードが遅い など) *
回答を入力あなたはリーディング活動時に教師からどのようなサポートをしてもらいたいです
か? *ペアで練習する時間を与えてほしい
新出単語を確認してほしい
先生にモデルリーディング(お手本)をしてほしい
CD を聞かせてほしい
先生も一緒に読んでほしい
内容が理解しやすいように写真や動画をみせてほしい
必須上記以外であなたが思う教師のサポートはありますか?また、あなた自身が不安を軽減
するために出来ることは何かありますか?(回答例:事前に単語を調べておく など)
*
回答を入力これらの質問はリーディングの不安についてです。
あなたは次の活動においてどの程度不安を感じていますか? *とても不安を感じる 少し不安を感じる あまり不安を感じない まったく不安を感じない文章を要約するとき日本語を英訳するとき自分が読んだものについて意見を書くときメールを書くとき手紙を書くときスピーチの原稿を書くとき上記以外でライティングにおける不安な活動はありますか?また上記で不安を感じる
ものがあったとき、それはどのような原因があると思いますか? (回答例:単語が
でてこない など) *
回答を入力あなたはライティング活動時に教師からどのようなサポートをしてもらいたいです
か? *文法をチェックしてほしい
スペルをチェックしてほしい
自由記述にしてほしい
いくつか語彙を与えてほしい
文法を設定してほしい(現在完了を使いなさい。 など)
誤りを訂正してほしい
文章校正を手伝ってほしい
誤りの箇所だけ教えてほしい(直しは自分でやりたい)
必須上記以外であなたが思う教師のサポートはありますか?また、あなた自身が不安を軽減
するために出来ることは何かありますか?(回答例:辞書を使う など) *
回答を入力
Questionnaire for teachers (English version)
The questionnaire about language anxiety and teacher’s support in English class1. What skill do you think most students feel anxiety, and Why?
・Listening ・Speaking ・Reading ・Writing ・Vocabulary ・Grammar・Pronunciation ・other( )
Why?
2. N e x t q u e s t i o n a r e d i v i d e d i n t o f o u r s k i l l s , l i s t e n i n g , s p e a k i n g , r e a d i n g , a n d writing. Please think all situations about when students are using ENGLISH.
2.1 Listening anxiety2.1.1 How anxious do students feel in each situation? Please make a circle in
the blank which you think.very anxious
a little anxious
a little comfortable
very comfortable
1.When speed is too fast2.When speed is too slow3.When the contents are complicated4.When the contents are easy5.When students cannot understand chunking or clustering6.When students listen to recorded voice such as CDs or tapes7.When students listen to ALT or native speaking8.When students listen to Japanese teacher’s speaking9.When students listen to unknown sentences10.When students listen to sentences which they have a script11.When students listen to friend’s speaking
2.1.2 What situations cause students listening anxiety?2.1.3 What are the most common reasons why students feel anxious when
they are listening?2.1.4 What support do you give to make students feel comfortable?
2.2Speaking anxiety2.2.1 How anxious do students feel in each situation? Please make a circle in
the blank which you think.very a little a little very
anxious anxious comfortable comfortable
1.When students talk in pairs2.When students talk in group (4~6 people)3.When students speak in front of classmates such as making a speech4.When students speak with Japanese teacher5.When students speak with ALT or a native teacher6.When students speak about themselves7.When students tell their ideas or opinions8.When students tell information about news, movie and so on9.When students answer the teacher’s questions10.When they have a manuscript
2.2.2 What situations cause students speaking anxiety?2.2.3. What are the most common reasons why students feel anxious when they are speaking? 2.2.4 What support do you give to make students feel comfortable? 2.3 Reading anxiety2.3.1 How anxious do students feel in each situation? Please make a circle in the blank which you think.
very anxious
a little anxious
a little comfortable
very comfortable
1.When students translate sentences2.When students read aloud by themselves3.When students read aloud in pairs4.When students read as one5.When students read silently6.When students read and answer some questions7.When students recite sentences8.When students have to read fast (limit time to read)9.When students have enough time to read10.When students find a word which they don’t know the meaning
2.3.2 What situations cause students reading anxiety?2.3.3 What are the most common reasons why students feel anxious when they are reading?2.3.4 What support do you give to make students feel comfortable?
2.4 Writing anxiety2.4.1 How anxious do students feel in each situation? Please make a circle in the blank which you think.
very anxious
a little anxious
a little comfortable
very comfortable
1.When students summarize a story in a textbook2.When students translate Japanese into English3.When students write their opinions about something they read4.When students write an Email5.When students write letters6.When students write a manuscript which they have a speech
2.4.2 What situations cause students writing anxiety?2.4.3 What are the most common reasons why students feel anxious when they are writing?2.4.4 What support do you give to make students feel comfortable?Questionnaire for teachers (Japanese version)1. あなたはどのくらいの間、中学校もしくは高等学校で勤務したことがありま
すか?無い場合は無記入でお願いします。
中学校 ( )年 高等学校( )年
2. 次のうち、生徒が最も不安に感じる技能はどれですか?理由もお書きください。
・リスニング ・スピーキング ・リーディング ・ライティング ・語彙 ・文法・発音 ・その他( )理由
3. 次の質問はリスニング、スピーキング、リーディング、ライティングの四技能に分かれています。すべて、英語を使う際の学習として考えてください。
3.1 リスニングにおける学習不安3.1.1 生徒はそれぞれのリスニングの学習場面において、どの程度の不安を感じると思いますか?該当する空欄に○を書いてください。
不安をとても感じる
不 安 を 少 し感じる
あまり不安を感じない
まったく不安を感じない
1.音声の速度が速すぎるとき2.音声の速度が遅すぎるとき3.内容が複雑なとき4.内容が簡単なとき
5.意味のまとまりや区切りが分からないとき6.CD やテープなど録音した音声を聞くとき7.ALT やネイティブの教師が話しているのを聞き取るとき8.日本人の教師が話しているのを聞き取るとき9.知らない単語が出てきたとき10.スクリプト(原稿)をもった状態で聞くとき11.友達が話しているのを聞くとき
3.1.2 他に生徒の不安を引き起こすリスニングの学習場面はありますか?あれば具体的にどのような場面かお書きください。3.1.3 生徒がリスニングで学習不安を感じる要因は何だと思いますか?3.1.4 生徒の不安を改善するために、リスニングの指導において、どんなサポートをしますか?3.2 スピーキングにおける学習不安3.2.1 生徒はそれぞれのスピーキングの学習場面において、どの程度の不安を感じると思いますか?該当する空欄に○を書いてください。
不安をとても感じる
不 安 を 少 し感じる
あまり不安を感じない
まったく不安を感じない
1.ペアで話すとき2.4~6人のグループで話すとき3.スピーチをするなどクラスメイトの前で話すとき4.日本人の教師と話をするとき5.ALT やネイティブの教師と話をするとき6.自分自身のことについて話をするとき7.自分の意見や考えを伝えるとき8.ニュースや映画などの情報を伝えるとき9.教師の質問に答えるとき10.話す原稿を持っているとき
3.2.2 他に生徒の不安を引き起こすスピーキングの学習場面はありますか?あれば具体的にどのような場面かお書きください。3.2.3 生徒がスピーキングで学習不安を感じる要因は何だと思いますか?3.2.4 生徒の不安を改善するために、スピーキングの指導において、どんなサポートをしますか?3.3 リーディングにおける学習不安3.3.1 生徒はそれぞれのリーディングの学習場面において、どの程度の不安を感じると思いますか?該当する空欄に○を書いてください。
不安をとても感じる
不 安 を 少 し感じる
あまり不安を感じない
まったく不安を感じない
1.文を訳すとき2.自分で声にだして読むとき3.ペアで声にだして読むとき4.一斉に声にだして読むとき
5.黙読するとき6.読んでいくつかの質問に答えるとき7.暗唱するとき8.速読するとき(読むのに時間制限があるとき)9.熟読するとき(読む時間が十分にあるとき)10.意味の知らない単語が出てきたとき
3.3.2 他に生徒の不安を引き起こすリーディングの学習場面はありますか?あれば具体的にどのような場面かお書きください。3.3.3 生徒がリーディングで学習不安を感じる要因は何だと思いますか?3.3.4 生徒の不安を改善するために、リーディングの指導において、どんなサポートをしますか?3.4 ライティングにおける学習不安3.4.1 生徒はそれぞれのライティングの学習場面において、どの程度の不安を感じると思いますか?該当する空欄に○を書いてください。
不安をとても感じる
不 安 を 少 し感じる
あまり不安を感じない
まったく不安を感じない
1.文章を要約するとき2.日本語を英訳するとき3.自分が読んだものについて意見を書くとき4. メールを書くとき5.手紙を書くとき6.スピーチの原稿を書くとき
3.4.2 他に生徒の不安を引き起こすライティングの学習場面はありますか?あれば具体的にどのような場面かお書きください。3.4.3 生徒がライティングで学習不安を感じる要因は何だと思いますか?3.4.4 生徒の不安を改善するために、ライティングの指導において、どんなサポートをしますか?