Master minor programme thesis English linguistics: An investigation into speaking in class anxiety of English majored students - The case of the second year students at the school of foreign languages, Thai Nguyen university

The present study aims to investigate speaking-in-class anxiety with the main focus on the second-year English-majored students at the School of Foreign Languages, Thai Nguyen university.
Nội dung trích xuất từ tài liệu:
Master minor programme thesis English linguistics: An investigation into speaking in class anxiety of English majored students - The case of the second year students at the school of foreign languages, Thai Nguyen university VIETNAM NATIONAL UNIVERSITY, HANOIUNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES -----------o0o------------ TRẦN THỊ PHƯƠNGAN INVESTIGATION INTO SPEAKING-IN-CLASS ANXIETY OF ENGLISH-MAJORED STUDENTS: THE CASE OF THESECOND-YEAR STUDENTS AT THE SCHOOL OF FOREIGN LANGUAGES, THAI NGUYEN UNIVERSITY Nghiên cứu sự lo lắng khi nói tiếng Anh trong lớp học củasinh viên chuyên Anh: Trường hợp sinh viên năm thứ hai tại khoa Ngoại Ngữ, Đại học Thái Nguyên M.A MAJOR PROGRAMME THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE : 60140111 Hanoi, 2016 VIETNAM NATIONAL UNIVERSITY, HANOIUNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES -----------o0o------------ TRẦN THỊ PHƯƠNGAN INVESTIGATION INTO SPEAKING-IN-CLASS ANXIETY OF ENGLISH-MAJORED STUDENTS: THE CASE OF THESECOND-YEAR STUDENTS AT THE SCHOOL OF FOREIGN LANGUAGES, THAI NGUYEN UNIVERSITY Nghiên cứu sự lo lắng khi nói tiếng Anh trong lớp học củasinh viên chuyên Anh: Trường hợp sinh viên năm thứ hai tại khoa Ngoại Ngữ, Đại học Thái Nguyên M.A MAJOR PROGRAMME THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE : 60140111 SUPERVISOR: Assoc. Prof. Dr. NGUYỄN PHƯƠNG NGA Hanoi, 2016 DECLARATION I hereby declare that this thesis entiled “An Investigation into Speaking-in-Class Anxiety of English-Majored students: The Case of the Second-yearStudents at the School of Foreign Languages, Thai Nguyen University”submitted in partial fulfillment of the requirements for the Degree of Masterof Arts is the results of my own work and that this thesis does not containmaterial which has been accepted for the award of any degree or diploma inany university, nor does it contain material previously published or written byany other person, except where due reference is made in the text of the thesis. I agree that the origin of my thesis deposited in the library can beaccessible for the purposes of study and research, in accordance with thenormal conditions established by the librarian for the care, loan andreproduction of the paper. Hanoi, December 2016 Signature Tran Thi Phuong i ACKNOWLEDGEMENTS I owe many great thanks to so many people who have supported me allthe way throughout my study to this final achievement. First of all, I would like to express my special thank to my supervisor,Assoc. Prof. Dr. Nguyen Phuong Nga, for her wholehearted guidance,valuable suggestions and academic advice during the course of writing thisthesis, without which this work would hardly have been accomplished. I would also like to send my sincere thanks to all lecturers at Post-Graduate Studies Department, ULIS – VNU who gave me interesting lessonsand comprehensive knowledge. I also wish to send my deep appreciation to my colleagues and studentsat English Department, School of Foreign Languages, Thai NguyenUniversity who have encouraged me and helped me with the research data. Last, to my family, words are not enough to express my gratitude. I amgrateful to my parents, my husband, my little daughter. Without their help andencouragement, I could not have completed this study. Hanoi, December 2016 Signature Tran Thi Phuong ii ABSTRACT Feeling of anxiety, apprehension and nervousness are commonlyexpressed in a language classroom by second/ foreign language learners whenlearning to speak. These feelings are considered to affect learners‟ speakingperformance. The present study was conducted with the aim to 1) investigatelevels of in-class speaking anxiety experienced by the second-year English-majored students at the School of Foreign Languages, Thai Nguyenuniversity, 2) find out the types of in-class speaking activities that provoke orreduce students‟ in-class speaking anxiety, and 3) examine what teachers‟behaviors and characteristics can reduce students‟ anxiety. The research subjects were 101 SFL students majoring in ...