It is widely known that in EFL learning situations, many students “exhibit fear of foreign language

The thought of speaking in front of an audience causes fear and anxiety in some people and prevents them in expressing their thoughts. Ability to effectively speak to people is an essential skill to be successful in the workplace. Not only the workplace but expressing thoughts, opinion, and ideas are part of everyday life. Good speaking skills are required to simply convey information. In an organization, managers, supervisors, team leaders, and employees that are required to make a speech need to have skills of good public speaking. Public speaking involves a lot more than just standing in front of an audience and talking. How thoughts and message are delivered depends on a number of factors, such as speaker’s comfort level, the nature of the information and most important, audience’s expectations. In a workplace, speeches can include impromptu speeches, informal discussion during meetings, presenting project report, selling of a product, and promoting an idea or future plan (Baccarani, & Bonfanti,2015). With the utilization of proper speaking methods, education, training, and

Public speaking used to be a daunting task that I would try to avoid as often as possible, often I would be the last to present a project and would refrain myself from having to read outloud. When I would speak my head would fill with thoughts of how other were perceiving me and how easy it would be to mess up. With this nervous mentality my speaking was stuttered and confusing.

This course is designed to develop students’ public speaking skills. Students will be exposed to principles and practices of effective public speaking which are done through lectures, discussions, and class exercises. Most importantly, they will learn how to prepare and present effective speeches both individually, in pairs as well as in group.

After having acknowledged some of the ways in which students learn best a language, and from my research and my own experience, I have been able to identify my main objectives in teaching EFL/ESL in the future. First of all I need to be completely confident and have the relevant experience required in order to become a qualified teacher. I consider this step of self-preparation to be my first goal as a teacher, before exposing myself to the real challenge of teaching. For my students my main objectives are to create a good classroom atmosphere, ensure that students are motivated, confident

In order to fully understand second language anxieties, we need to look at the effects of anxiety on student performance. Through multiple research studies there is a definite correlation between second language anxieties and second language writing. One research team conducted a study in a Taiwan University to investigate the relationship between second language classroom anxieties, second language writing anxieties and achievement (Cheng, 2000). Classroom anxiety associated and not associated with writing were found to be correlated with writing achievement (Cheng,

The ESL learner in the mainstream school: Discuss the nature of an ESL Learner and the cultural considerations teachers need to be aware of which may impact on the learner’s second language acquisition and, therefore, inform classroom practice.

In the theoretical study of Howrtwiz et al. (1986) shows that anxiety in foreign language is associated with performance estimation in the academic and social scopes. Foreign language could be argued in three equal phases related to anxiety performance: 'communication apprehension, fear of negative social evaluation, and test anxiety'.

This article review is about the Digest, published in 1992, by Barry McLaughlin, which is based on Santa Cruz’s “Myths and Misconceptions about Second Language Learning: What Every Teacher Needs to Unlearn.” The digest discusses the myths and misconceptions about children and second language acquisition in five main points, trying to make teachers of second language learners avoid having unrealistic expectations of the process of children learning second language. There are five myths that are pointed out by the author.

Psychological aspects of the learners have attracted the researchers due to their main role in debilitating or enhancing the process of learning a second or foreign language. Learning a second or foreign language needs additional emotional and cognitive efforts and one of the variables that have an effect on the process of learning an additional language is foreign language anxiety Abu-Rabia (2004). Language anxiety is one of the characteristics of learning an additional language. However, FL students experience higher level of anxiety than SL learners Siegel (1989). The term Foreign Language Anxiety came to existence after the work of Horwitz et al. (1986) who defined anxiety as “the feeling of tension, apprehension and nervousness associated with the situation of learning a Foreign Language”.

60-70) of Monitor Model. This experimental hypothesis states that there are many factors that affect the language learning process that are social attitude towards language, motivation, self-confidence and anxiety level of learners. These factors have a greater impact on the language learning and their positive use can give highly favorable result. This Monitor Model is cited frequently by the researchers but the drawback of this model is that it does not explain the definition of language learning motivation and its effects on language

Foreign language anxiety is composed through three different performance anxieties. These include test anxiety, communication apprehension, and fear of the negative evaluation. Students that have language anxieties have struggled in a variety of ways. They have to go to school on a day to day basis struggling with as little as not being able to communicate with their peers. This makes it hard for students since they are not able to ask for help as easily as non foreign students. It can be hard for these students to adjust to a new environment being as they are trying to fully adapt

“Sweaty palms, shaking hands, dry mouth and muscle tension mean for many of us, that we are about to speak in public. Couple this fear of speaking in public with performing or speaking in another language and the success of the speaker may be dramatically compromised” (Leigh, 2009). By having to speak in a foreign language, the amount of fear in us grows and transforms into the feeling of anxiety, which is scientifically named as a Foreign Language Anxiety (FLA). The fear of dealing in a foreign language environment is most felt when a student must perform orally in some way but it can also occur when

The phenomena of language anxiety are an important theme in the second language acquisition. Foreign language anxiety is associated with curriculum, cultural and cognitive aspects. Foreign language anxiety is an influential factor in the students` academic performance, with association with motivation, gender and self-esteem. This study investigates the relationship between ELL and anxiety level with an emphasis on gender. The participants will consist of 40-50 students between the ages of 18-20 who are enrolled in English studies at the English department at the University of Wyoming. A Data will be collected through foreign language anxiety Scale (FLCAS), Surveys will be sent by e-mail using the WYO server. The study will use T- test to

This study aims at analyzing the errors committed by the Iranian elementary EFL learners. The present investigation not only takes the types of errors committed but also tries to shed as much light on the sources of these errors. To this end a worksheet of ten Persian sentences that have been translated from the original English content of the learners’ course book have been given to a class of twenty students. The elementary English learners were supposed to translate each sentence back into English. The researcher then had to analyze each translated sentence with regard to three aspects of grammar, choice of words and spelling. The next step was to categorizing the errors and finding the frequency of each of them. The results indicated that errors in the use of articles are the most frequent ones (20% of the total number of errors), followed by the wrong uses of verbs (18.66%), and wrong use of the tense (10.66%). According to the findings correct use of articles should be focused in the EFL context more often and the use of correct verbs and tenses should be totally clarified and emphasized as well.

Hatchinson and Waters (1987) asserted that “ESP should properly be seen not as any particular language product but as an approach to language teaching which is directed by specific and apparent reasons for learning” (p. 19). In addition, “it is an approach to language learning which is based on learner need. The foundation of all ESP is a simple question: Why does this leaner need to learn a foreign language?” (Hatchinson & Waters, 1987, p. 19).