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Graduation Project

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Patricia Rivera

on 13 January 2014

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Transcript of Graduation Project

Training in-service teachers to help learners lowering foreign language anxiety
Theoretical Framework
Analysis Results

Sample Lesson
Theoretical Framework

Needs Analysis Results
Sample Lesson
The Syllabus
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
Manifestations of
Language Anxiety
Learning Strategies
The Syllabus
Teachers' survey:
8 participants (highschool teachers)
Conducted in English
Conducted on-line
Students' survey:
22 participants (eleventh-graders)
Conducted in Spanish
Conducted on-line
Students' results
Teachers' results

- 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

Context based!

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
classroom procedures
- 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

General objective:
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
Communicative Stress
“… 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).

Thank you!
Full transcript