COPING WITH PUBLIC SPEAKING ANXIETY Abstract The purpose of this study was to investigate whether the teaching of affective strategies helps students’ reduce their public speaking anxiety. We used the questionnaire Personal Report of Public Speaking Anxiety (PRPSA) developed by McCroskey (1970; 1992) in order to determine the level of anxiety that a student experiences while holding a speech. At the beginning of the semester, the students were asked to fill out the questionnaire by approximating
many students “exhibit fear of foreign language speaking” (Yaikhong & Usaha, 2012, p. 23). In Asian countries, EFL learners suffer even more in language classroom anxiety because of insufficient language environment. According to Scovel (1978), anxiety in language learning is “a state of apprehension, a vague fear” (p. 134). Such anxiety may exist in many aspects of language learning process. Language classroom anxiety is one of the most common concerns. Many researches showed that students’ classroom
Abstract The Study Anxiety Inventory (SAI), consisting of the factors of Anxiety and Public speaking, was developed to measure college students’ self-reported levels of anxiety while studying to speak in front of class mate. Data from 2015 undergraduate students from four colleges (Nursing and Sciences, Business) at a private university, Keiser University were used to evaluate the validity of the scores from the 16-item Study Anxiety Inventory. The preliminary PSCAS yielded an internal consistency
Stage freight and speaking in front of large groups of people is on top of every human fear. Face to face public speaking puts hefty demands on speakers and listeners. The mixture of personality, body and voices as well as chemistry makes speech a form of communication with exciting energy. Irrespective of the attention given, it will create a significant and meaningful message. Without an effective presentation the speech will unlikely create desire effects. In the article “Don’t be Shy” (Aviv
than any other fear or phobia. When in realistic terms, it is more likely one will have to speak in front of students in a classroom than to be attacked by a shark on a Tuesday. Recently, schools have abandoned mandating speech classes, even though it would be easier to fund a speech class than a shark wrestling class. Public speaking does in fact create cases with reference to high anxiety and stress with percentages spanning from seventy-five percent in 2008 to eighty percent in 2015 for young people
OVERCOMING FOREIGN LANGUAGE ANXIETY By Saranda Nuredini Instructor: Luiza Zeqiri Course: ESP Communication I January 2012 “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
MANAGING SEVERE SPEECH ANXIETY TABLE OF CONTENTS INTRODUCTION CURRENT TRENDS AND APPLICATIONS CONCLUSION BIBILIOGRAPHY INTRODUCTION Public speaking is often described as the most common fear in the world. It is also something that many people are required to do. It may be to give a toast at a wedding, to present a seminar at work, to make an argument to a local council, to receive an award or to be interviewed by a board of directors for a job. Public speaking is something few people can avoid
the students of the Department of Foreign Language Education (FLE) at Middle East Technical University (METU).FLE students at METU are generally graduated from teacher training high schools. In high school, they are usually taught English very well. However, the English lessons in high schools are commonly based on grammar and reading skills. Listening and especially speaking are the least important skills because of the fact that the university entrance exam is prepared to measure students’ grammar
Social anxiety, the most common anxiety disorder among college students, creates significant negative effects. Social anxiety disorder (SAD) is a chronic mental health problem causing considerable distress in social situations and impairment (Russell & Topham, 2012). SAD is a disabling condition, which ranks in the third largest psychological problem in today’s society after depression and alcoholism (Russell & Shaw, 2009). This essay will contain different findings from literature on how SAD in
depends on how they handle it. Anxiety is normal and even healthy; it boosts students to get their work done. In other cases, anxiety can be too much and it starts to put a strain on the students’ learning abilities. In many instances, you cannot understand why you are anxious, so finding a solution is troublesome (Ormrod. 2008). Many people struggle with general anxiety, test anxiety, and mathematical anxiety. The purpose of this paper is to review the facts about how anxiety correlates with school performance