Teachers' Strategies for Decreasing Students' Anxiety Levels to Improve Their Communicative Skills

Autor/in	Inada, Takako
Titel	Teachers' Strategies for Decreasing Students' Anxiety Levels to Improve Their Communicative Skills
Quelle	In: English Language Teaching, 14 (2021) 3, S.32-41 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Anxiety; Communicative Competence (Languages); Skill Development; Classroom Communication; Classroom Techniques; Classroom Environment; Group Dynamics; Stress Management; College Students; Language Teachers; English (Second Language); Second Language Instruction; Second Language Learning; Teacher Attitudes; Foreign Countries; Japan + Suchen Sie Ihr Suchwort? Angst; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Kompetenzentwicklung; Qualifikationsentwicklung; Klassengespräch; Klassenführung; Klassenklima; Unterrichtsklima; Gruppendynamik; Stressmanagement; Stressbewältigung; Collegestudent; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Lehrerverhalten; Ausland
Abstract	Students' high levels of foreign-language classroom anxiety (FLCA) are reported to have a negative impact on their target language performance in classrooms. There are some anxiety studies from the students' perspective in the existing literature, but few from the teachers' perspective, particularly in Japan. Therefore, the aim of this study was to investigate how teachers managed students' levels of anxiety, which may lead to an improvement in their communication skills. Semi-structured individual interviews were conducted with six teachers. Various strategies that teachers could use to decrease students' levels of anxiety were introduced. In communicative lessons, students need to practice speaking and listening in class as much as possible to improve these skills in an English as a foreign language (EFL) context. Therefore, teachers should use various methods to increase the opportunities for students to speak a target language in class, and to create an unthreatening classroom environment in which students can speak without hesitation. In addition, teachers could use group dynamics effectively to ensure seamless classroom management. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01