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Transcript of Graduation Project
Needs Analysis Results
Pontificia Universidad Católica de Valparaíso Facultad de Filosofía y Educación Instituto de Literatura y Ciencias del Lenguaje
Features of Spoken
Foreign Language Anxiety
Sources of Language
8 participants (highschool teachers)
Conducted in English
22 participants (eleventh-graders)
Conducted in Spanish
- pronunciation & lack of preparation
- fear of being mocked (23% teachers vs 12% students)
- lack of interest (14% teachers vs 2% students)
- modeling instead of direct correction only strategy
The results helped for the selection of:
- Skill selection: Speaking
- Factors causing anxiety: Speaking activities and oral presentations
- Strategies to be taught: affective strategies
Wide range of strategies to be explored
Why is this graduation project original?
Is this graduation project useful?
Features of the context
State of knowledge of the listener
Type of task
Strategies for lowering anxiety related to learners' beliefs
Strategies for lowering anxiety related to instructors' beliefs
Strategies for lowering anxiety related to classroom procedures
- personal and interpersonal anxieties
learner beliefs about language learning
instructor beliefs about language teaching
- instructor-learner interactions
- language testing.
Syllabus & course Description
Name of the course: S
trategies for lowering foreign language anxiety in speaking activities and oral presentations.
Type of syllabus:
content-based & task-based
In-service high school teachers
in-service teachers will be equipped with the necessary tools to help learners to lower levels of foreign language anxiety in speaking activities and oral presentations.
20 sessions, 90 minutes per session (30 hours)
Getting to know FLA (Foreign Language Anxiety)
-Define foreign language anxiety
-Identify sources of FLA
What can teachers do about FLA
-Identify language affective strategies
-Recognize classroom activities for FLA reduction
Speaking inside the classroom
-Recognize differences between transactional & interactional functions and their influence in FLA
-Recognize differences between short & long turns and their influence in FLA
What we need to know about oral presentations!
-Identify the structure of an oral presentation
-Create an oral presentation using PREZI
Let’s do it!
-Create a rubric to assess oral presentations
-Design an activity for lowering FLA in speaking activities.
-Apply transactional functions and long turns
-Use affective strategies for lowering FLA in speaking activities.
-Do an oral presentation discussing an activity
for lowering FLA
Unit 5: Lesson 1
Objective: students will propose the requirements for assessing an oral presentation and review the theory.
Transactional & Interactional Functions
Short & Long Turns
“… the affective side of the learner is one of the biggest influences on language learning success or failure. Good language learners are often those who know how to control their emotions and attitudes about learning.”
(Oxford, 1990, p.140).