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AFFECTIVE VARIABLES AND COMMUNICATIVE LANGUAGE PRACTICES OF ELEMENTARY STUDENTS. Maria Bella R. Alvarez University of Mindanao Davao City, Philippines. RATIONALE. ANCHOR THEORY. - PowerPoint PPT Presentation
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AFFECTIVE VARIABLES AND
COMMUNICATIVE LANGUAGE PRACTICES OF ELEMENTARY
STUDENTS
Maria Bella R. Alvarez University of Mindanao
Davao City, Philippines
RATIONALEStudents are not really learning to use the language in their language class. ( Yalden, 1981)Students failed to achieve satisfactory level of competence in English despite learning the language for several years. (Choudhury, 2006)
There is lack in communication skills as far as English language is concerned. (Adolfo, 2011)
Teachers end up disappointed with the students’ participation in their language classes in activities like games, role-play and problem-solving tasks.
ANCHOR THEORYThis study was anchored on the argument of
Gardner and Lambert (1959) that affective variables including anxiety, attitude and motivation could significantly influence the language learning process.
CONCEPTUAL PARADIGM
Affective Variables
AnxietyAttitude
Motivation
Communicative Language Practices
GamesRole Play
Problem- Solving Tasks
METHODOLOGYResearch design :
DESCRIPTIVE-CORRELATIONALResearch respondents:
325 GRADE SIX STUDENTS OF COMPOSTELA DISTRICT,DIVISION OF COMPOSTELA VALLEY
Research instruments: ADAPTED QUESTIONNAIRES
Data gathering procedure: 1.asking permission 2.distribution & retrieval of questionnaires 3. Collation and tabulation of data
Data analysis tools: MeanPearson r
First Problem: What is the level of affective
variables of the grade six pupils in terms of the following indicators:
1.1 anxiety 1.2 attitude
1.3 motivation ?
Level of Affective Variables of Grade Six Pupils in terms of Anxiety
Item SD Mean Descriptive level
1.Feeling frightened when cannot understand what the teacher is saying in the English class 1.18 3.08 Moderate
2.Forgetting things when gets really nervous 1.25 3.43 Moderate
3.Feeling more tensed and nervous in English class than other classes 1.24 2.90 Moderate
4.Heart pounds when called to recite1.21 3.44 Moderate
5.Being afraid that other students will laugh when speaking in English 1.26 3.24 Moderate
Overall0.74 3.22 Moderate
1.1 ANXIETY
1.Hearts pounding when they are called to recite ( M-3.44, moderate)
2.Forgetting things when they get nervous (M-3.43, moderate)
3. Being afraid that other students will laugh when speaking in English (M-3.24, moderate)
4. Feeling frightened when having difficulty understanding the teacher’s words during the class
(M-3.08, moderate)5.Feeling more tensed and nervous in their English class than
other subjects (M-2.90, moderate)
Level of Affective Variables of Grade Six Pupils in terms of Attitude
Item SD Mean Descriptive Level
1.Being a good English language learner 1.03 3.21 Moderate
2.Having high English language learning aptitude 1.00 3.03 Moderate
3.Having ideas about how to go about learning the English language 0.93 3.49 Moderate
4.Not worrying a lot about making mistakes in speaking English language
1.26 3.12 Moderate
5.Able to do impersonations of famous people 1.13 2.72 Moderate
Overall 0.64 3.12 Moderate
1.2 Attitude
1. Having ideas about how to deal with learning the English language (M-3.49, moderate)
2.Being good English language learner (M-3.21, moderate)
3.Not worrying a lot about committing mistakes in speaking the English language (M-3.12, moderate)
4. Having high aptitude in the English language (M-3.03, moderate)
5.Able to impersonate famous people (M-2.72, moderate)
Level of Affective Variables of Grade Six Pupils in terms of Motivation
Item SD Mean Descriptive Level
1.Thinking that English is important 0.95 4.32 High
2.Thinking one can win parents’ praise and classmates’ admiration if English is learned well
1.06 3.77 High
3.Likes to learn more about English 1.08 4.04 High
4.Being happy in English class 0.99 3.82 High
5.Volunteering to answer the teacher’s questions in class 1.04 3.43 Moderate
Overall 0.67 3.88 High
1.3 Motivation
1.Thinking that English is important (M-4.32, high)2.Likes to learn more about English (M- 4.04, high)3. Being happy in English class (M-3.82, high)4. Thinking one can win parents’ praise and classmates’ admiration if English is learned
well ( M- 3.77, high)5. Volunteering to answer the teacher’s questions
in class (M- 3.43, moderate)
Summary on the level of Affective Variables of Grade Six Pupils
Item SD Mean Descriptive level
Anxiety 0.74 3.22 Moderate
Attitude 0.64 3.12 Moderate
Motivation 0.67 3.88 High
Overall 0.43 3.41 Moderate
Conclusion: The level of Affective Variables of Grade Six pupils is sometimes manifested in learning
the English language.
Second ProblemWhat is the level of the Grade Six pupils communicative language
practices in terms of the following indicators:
2.1 Games 2.2 Role Play
2.3 Problem Solving Tasks?
Level of communicative language practices in terms of games
Item SD Mean Descriptive Level
1. Aiming to do better when playing games
1.11 3.47 Moderate
2.Wanting to show that one is better than other children
1.20 3.41 Moderate
3.Wanting to be better than other children 1.19 3.43 Moderate
4.Wanting other children to think that one is good at the game
1.11 3.60 High
5.Wanting the teacher to think that one is smarter than other children
1.26 3.27 Moderate
Overall 0.83 3.42 Moderate
2.1 Games1. Wanting other children to think that one is good at
the game (M- 3.60, high)
2. Aiming to do better when playing games (M- 3.47,moderate)
3.Wanting to show that one is better than other children
(M- 3.43,moderate)4.Wanting the teacher to think that one is smarter than
other children
(M-3.41, moderate)5.Wanting to show that one is better than other children
( M-3.27, moderate)
Level of Communicative Language Practices of Grade Six Pupilsin terms of Role Playing
Item SD Mean Descriptive level
1.Enjoying role-playing objects 1.07 3.97 High
2.Preferring to do projects that include role-playing activity 1.15 3.47 Moderate
3.Role playing helps in remembering information 1.18 3.30 Moderate
4.Enjoying working with others during role-playing projects 1.18 3.78 High
5.Preferring hands-on activities compared to lecture or rote learning. 1.16 3.32 Moderate
Overall 0.67 3.57 High
2.2 Role Playing1. Enjoying role-playing objects(M-3.97, High)2.Enjoying working with others during role-
playing projects(M- 1.18,High)3.Preferring to do projects that include role
playing activity(M-3.47, Moderate)4. Preferring hands-on activities compared to
lecture or rote learning(M-3.32, Moderate)5.Role Playing helps in remembering
information(M-3.30, Moderate)
Level of Communicative Language Practices of Grade Six Pupilsin terms of Problem-Solving Tasks
Item SD Mean Descriptive level
1.Discussing ideas in class 1.17 3.01 Moderate
2.Giving opinions during class discussions 1.12 3.07 Moderate
3.Asking questions to the teacher 1.22 2.88 Moderate
4.Using ideas and suggestions during discussions. 1.22 2.83 Moderate
5.Being asked to explain how one solves problems. 1.22 3.04 Moderate
Overall 0.85 2.96 Moderate
2.3 Problem-Solving Tasks1.Giving opinions during class discussions(M-3.07, Moderate)2.Being asked to explain how one solves
problems (M-3.04, Moderate)3. Discussing ideas in class(M-3.01, Moderate)4. Asking questions to the teacher(M-2.88, Moderate)5. Using ideas and suggestions during
discussions(M-2.83, Moderate)
Summary on the level of Communicative Language Practices of Grade Six Pupils
Item SD Mean Descriptive Level
Games 0.83 3.43 Moderate
Role-Playing 0.67 3.57 High
Problem-Solving Tasks 0.85 2.96 Moderate
Overall 0.53 3.32 Moderate
ConclusionThe level of Communicative Language Practices of grade
six pupils in learning the English Language is applied sometimes.
Significance on the Relationship between Affective Variables of Grade Six Pupils and their Communicative language practice
Affective Variables
Communicative Language Practices
GamesRole
PlayingProblem-Solving Overall
Anxiety.045
(.000).022
(.687)-.222*(.000)
-.085(.125)
Attitudes .217*(.000)
.228*(.000)
.211*(.000)
.320*(.000)
Motivation .282*(.000)
.371*(.000)
.155*(.005)
.383*(.000)
Overall .278*(.000)
.317*(.000)
.059(.293)
.308*(.000)
*significant at .05 significance level
Significance on the Relationship between affective Variables of Grade Six Pupils and their
Communicative Language practice
Highest correlation Between Motivation & Overall Communicative language practice
(r-value of 0.308, sig at 0.125)
Lowest CorrelationBetween Anxiety and problem-Solving Tasks
(r-value of -0.222, sig at 0.00)
Significance on the Relationship between affective Variables of Grade Six Pupils and their Communicative
Language practice• Attitudes and Games
(r-value =0.217,sig 0.00)• Attitudes and Role Playing
(r-value=0.228,sig 0.00)• Attitudes and Problem –Solving Tasks
(r-value=0.211, sig. 0.00)• Attitudes and Overall Communicative Language
Practice (r-value=0.320, sig 0.00)
Significance on the Relationship between affective Variables of Grade Six Pupils and their Communicative Language practice
• Motivation and Games ( r-value=0.282, sig 0.00)
• Motivation and Role Playing (r-value=0.371,sig 0.00)
• Motivation and Problem-Solving Tasks (r-value=0.155,sig 0.005)
Significance on the Relationship between affective Variables of Grade Six Pupils and their Communicative
Language practice
• Affective Variables and Games (r-value=0.278, sig 0.00)
• Overall Affective Variables and Role Playing (r-value=0.317,sig 0.00)
ConclusionThere is a significant relationship between Affective Variables and Communicative Language Practices of grade six pupils in learning the English language.
Significance on the Influence Affective variables of Grade Six Pupils on their Communicative Language
PracticeAffective Variables significantly influence the
Communicative Language practices of students (r² of 0.191, SE of .48569) thus significant at 0.00
The result indicates that a combined percent of influence is 19% with an F-ratio of 25.209.
Anxiety is found to be the predictor of communicative language practices.
ConclusionAffective Variables significantly influence Grade Six Pupils’ communicative language practices and vice versa.
Recommendation
1. Department of Education officials should strengthen the training of teachers professional development that focused on boosting students’ self-confidence and motivation in learning the English language.
School Administrators may plan ways to
procure instructional materials to help students develop interest, enhance their learning and increase their level of English competency.
Recommendation2.Teachers may recognize students’ positive attitude
in the class to enhance their self-esteem and eventually become intrinsically motivated not only inside the classroom but also in the real-life situations. They must help and encourage their students in overcoming their affective weaknesses by engaging the students in communicative activities to improve their exposure level.
Teachers should continue to design curriculum and interventions that will clearly establish the strong relationship between affective variables and communicative language practices.
•
Recommendation3.Students should explore their affective variables
through communicative language practices so they will be competent in using the English language. They may continue doing desirable attitude related to English language activities to maintain or improve their communicative language skill.
4. Since the influence of both variables to each other is only 19%, researchers should conduct investigations relevant to the study to explore the 81% of the variables that are not identified in the study.
Thank you!