A Diagnosis on motivation, anxiety, and self-esteem which influence student'oral skill
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Date
2008-08-29
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Abstract
The learning process of a second language concerns to the development of four skills (listening, speaking, writing and reading). So, speaking English fluently is to express a wide range of ideas without unnecessary pauses or breakdowns in communication, and speaking English accurately is to use an acceptable standard of pronunciation and grammar when communicating.(Richards & Sandy, 1998) In the Intensive English courses at the Foreign Language Department, the students have the chance to develop their speaking skill by practicing new vocabulary in the classroom, explaining a topic, oral discussions, performing role plays, etc. However, during those courses there are different factors that influence in the students’ oral practice. Some of these factors are: motivation, anxiety and self- esteem which are relevant in the learning process. Some psychologists such as Krashen suggest that a number of affective variables play a facilitative, but non casual role in second language learning. These variables include: motivation, self-confidence and anxiety. Krashen claims that learners with high motivation, self-confidence, a good self-imaged and a low level of anxiety are better equipped to success in second language acquisition. Low motivation, low self-esteem and debilitating anxiety can combine to raise the affective filter and form a mental block that prevents comprehensible input from being used for learning. So, this last report describes the main findings obtained at the end of the research where those factors make an influence on students´ learning since the affective side of the learner is of great importance not just the cognitive side because learning a second language implies to take into account how the students feel at the moment of practicing English in class. Thus, learners must be seen as people with likes, dislikes, fears, weaknesses, strengths and prejudices
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Enseñanza del idioma inglés