scholarly journals L’anxiete langagiere en classe de français : les attitudes des lyceens polonais envers l’enseignement/apprentissage de l’oral

Neofilolog ◽  
2021 ◽  
pp. 101-117
Author(s):  
Julia Lipińska
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Small Groups ◽  
Language Anxiety ◽  
Language Games ◽  
School Students ◽  
Anxiety Levels ◽  
Language Students ◽  
Foreign Language Students

While learning a foreign language, students have to practice speaking through different activities in class. Unfortunately, speaking is often a challenge for students not only due to linguistic difficulties, but most importantly because of the stress caused by talking in a foreign language in front of their classmates. This phenomenon, called language anxiety, makes it impossible for some students to participate actively and thus to develop their speaking abilities. It is therefore important to understand which types of tasks cause the highest anxiety levels, as well as to find out what can help students overcome their anxiety. To answer these questions, we led a research among Polish high school students learning French. They were asked about their attitudes towards different speaking activities in class, as well as about the atmosphere in class. The results show students are the most stressed while speaking in front of their peers and prefer interaction in small groups. Language games also appear to lower the level of anxiety during speaking. In addition, positive atmosphere and lack of judgment help students overcome their fear, but they do not eliminate it completely for every person. 

scholarly journals The use of immersive 360° videos for foreign language learning: a study on usage and efficacy among high-school students

2021 ◽  
pp. 1-16
Author(s):  
Claudia Repetto ◽  
Anna Flavia Di Natale ◽  
Daniela Villani ◽  
Stefano Triberti ◽  
Serena Germagnoli ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
School Students

scholarly journals Social Psychological Theories and Sustainable Second Language Learning: A Model Comparison Approach

2018 ◽  
Vol 11 (1) ◽  
pp. 16
Author(s):  
Kyung Kim ◽  
Tae-Il Pae
Keyword(s):  
High School ◽  
Second Language ◽  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Equation Modeling ◽  
Social Psychological ◽  
School Students ◽  
South Korean

The purposes of the present study are two-fold: (1) To examine whether social psychological variables, such as attitude and subjective norm, can predict South Korean English as a foreign language high school students’ intention to learn English, and (2) to identify the best social psychological model for sustainable second language learning in the context of South Korean English as a foreign language (EFL) learning. A total of 614 South Korean high school learners of English participated in the present study. Data collected from a survey questionnaire were analyzed using a structural equation modeling procedure. Results of the present study indicate that South Korean high school students’ attitudes toward learning English and subjective norms made a significant and independent contribution to the variance in their intention to study English. Among the three competing social psychological models examined in the current study, the theory of Planned Behavior and an expanded model of Gardner’s Socio-educational Model proved to be the most effective in terms of the strength of path coefficients and explanatory power. Theoretical and pedagogical implications are provided.

Senior High School Students’ Anxiety and Performance in Learning English

2021 ◽  
Vol 8 (4) ◽  
pp. 605-612
Author(s):  
Saima Sansaluna ◽  
Lydia Bawa ◽  
Amour Camua ◽  
Leonel Untong
Keyword(s):  
High School ◽  
High School Students ◽  
Senior High School ◽  
Survey Method ◽  
School Students ◽  
Anxiety Levels ◽  
And Performance ◽  
Meaning System ◽  
Senior High School Students ◽  
Learning English

This study focused on the anxiety and performance of the students in learning English specifically in speaking. It sought to find out anxieties and its causes that affect their English performance in terms of inter-language phonology, grammar and meaning system. The study covered the use of Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al. (1986) that measure the English learners’ anxiety levels while learning English in the classroom. The respondents of the study were the selected Grade 12 senior high school students from the selected public schools in Maguindanao Division, Philippines. Descriptive-correlational survey method was used in the study. The findings show that English language speaking anxiety does exist among Senior High School students in Maguindanao Division and their level of anxiety in learning English is high. It is further concluded that students’ anxiety levels in speaking English in terms of inter-language phonology, inter-language grammar and inter-language meaning system contributed to students’ performance in learning in English.  

scholarly journals La ponctuation des lyceens marocains du FLE : Défauts textuels et dispositifs de remediation

FRANCISOLA ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 141
Author(s):  
Moulay Mohamed TARNAOUI ◽  
Boujghagh HASSAN
Keyword(s):  
High School ◽  
High School Students ◽  
Data Analysis ◽  
Foreign Language ◽  
Future Teachers ◽  
Mots Clés ◽  
School Students ◽  
Written Production ◽  
Textual Cohesion ◽  
Futurs Enseignants

RÉSUMÉ. Dans le cadre de cette contribution, notre objectif est d’analyser les défauts de ponctuation des lycéens marocains pour répondre à la question suivante : les signes de ponctuation erronés ne contribueraient-ils pas à l’incompréhension et à l’opacité textuelle ? Le support qui servira de base au dépouillement des données est la production écrite. Il est donc crucial de repérer et de classer ces déviations localisées dans les copies des lycéens du FLE. Ces erreurs sont des indices des problèmes d'apprentissage du français chez nos sujets. Notons que cet aspect de la langue est souvent marginalisé par les enseignants bien qu’il contribue à la cohésion textuelle. Les résultats de ce travail ont révélé que la ponctuation reste non maîtrisée et bloque ainsi la compréhension du texte. C’est pourquoi, il sera fructueux de proposer quelques remédiations didactiques en faveur des futurs enseignants. Mots-clés : défauts textuels, français langue étrangère, ponctuation, production écriteABSTRACT. As part of this contribution, our objective is to analyze the punctuation defects of the Moroccan high school students to answer the following question: the punctuation marks mistakes not contribute to the misunderstanding and the textual opacity? The support that will be used as the basis for the data analysis is the written production. It is therefore crucial to identify and classify localized punctuation deviations in FFL high school students' copies. These errors are indicative of the problems of learning French in our subjects. Note that this aspect of language is often marginalized by teachers, although it contributes to textual cohesion. The results revealed that the punctuation remains uncontrolled. That is why it will be fruitful to propose some didactic remedies for future teachers. Keywords : textual flaws, French foreign language, punctuation, written production

scholarly journals Cross community study of mathematics anxiety between the high school students in Illinois USA and Jordan

2012 ◽  
Vol 9 (1) ◽  
pp. 1
Author(s):  
Ruba Mohammad Miqdadi
Keyword(s):  
United States ◽  
High School ◽  
High School Students ◽  
Mathematics Anxiety ◽  
Cultural Difference ◽  
The United States ◽  
Main Study ◽  
School Students ◽  
Educational Implications ◽  
Anxiety Levels

The purpose ofthe study is to examine whether there are any significant differences in the mathematics anxiety levels between high school students in Jordan and their counterparts in the United States. Another purpose is to examine whether there are gender differences related to mathematics anxiety among high school students ofboth communities. A total of 1,386 high school students in the United States and Jordan participated in main study. This study showed that Jordanian high school students exhibited a significantly higher mathematics anxiety than United States high school students. Furthermore, the study revealed that female high schooLstudents in the United States acquired a significantly higher mathematics anxiety level than males. Another finding of this study was that males in Jordan had a significantly higher leveL of mathematics anxiety than males in the United States. The findings and educational implications ofthe study are discussed in light ofthe cultural difference between the two communities.

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