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dc.contributorSalazar Campillo, Patricia
dc.contributor.authorÁlvarez Platero, Antonio
dc.contributor.otherUniversitat Jaume I. Departament d'Estudis Anglesos
dc.date.accessioned2014-12-03T07:54:06Z
dc.date.available2014-12-03T07:54:06Z
dc.date.issued2014
dc.identifier.urihttp://hdl.handle.net/10234/110541
dc.descriptionTreball final de Màster en Ensenyament i Adquisició de la Llengua Anglesa en Contextos Multilingües (Pla de 2013) (Presencial). Codi: SAY031. Curs acadèmic 2013-2014ca_CA
dc.description.abstractLearning a second language is a really tough work for most people. Apart from the social constraints that the learner may encounter, in the form of lack of time or resources, there are some others which range from physiological to psychological. At Castelló Escola Oficial d’Idiomes, the students that begin A levels of English are mostly people who have never had any contact with any kind of language-learning, which is a difficulty for them, but also most of them are over 25 years old, which makes it even more difficult for them to achieve success. In our school we follow the guidelines of the Common European Framework of Reference for Languages and work the five skills for language reception (listening and reading) and language production (writing, spoken production and spoken interaction). We have noticed that the most difficult skills for our students at this level are those related with speaking: spoken production and spoken interaction. One fact that we teachers have identified is classroom language anxiety, which our students suffer in different degrees, from adding some difficulty to speak to completely impeding it. Teachers deploy a number of strategies to try to avoid or at least to reduce the impact of language anxiety on our students, but it always depends on how successful the teacher is with a given group of students. We have identified that there are some causes for classroom language anxiety and we have tried to reduce as much as possible the influence of one of the causes of language anxiety on our students. For that we have designed a study that consists in eliminating a negative stimulus in order to also eliminate its response: our students experience fear to make mistakes when speaking English in the classroom and that fear makes them be over concentrated on what they say in such a way that they forget about pronunciation and intonation, with the result of a very poor performance in these two aspects. The strategy studied consists in convincing our students that what they say is correct so that they only have to pay attention to how they say their messages.ca_CA
dc.format.extent38 p.ca_CA
dc.format.mimetypeapplication/pdfca_CA
dc.language.isoengca_CA
dc.publisherUniversitat Jaume Ica_CA
dc.rightsAttribution-ShareAlike 3.0 Spain*
dc.rights.urihttp://creativecommons.org/licenses/by-sa/3.0/es/*
dc.subjectMàster Universitari en Ensenyament i Adquisició de la Llengua Anglesa en Contextos Multilingüesca_CA
dc.subjectMáster Universitario en Enseñanza y Adquisición de la Lengua Inglesa en Contextos Multilingüesca_CA
dc.subjectUniversity Master's Degree in English Language Teaching and Acquisition in Multilingual Contextsca_CA
dc.titleA strategy to reduce oral language anxiety in a levels students at EOI Castellóca_CA
dc.typeinfo:eu-repo/semantics/masterThesisca_CA
dc.educationLevelEstudios de Postgradoca_CA
dc.rights.accessRightsinfo:eu-repo/semantics/openAccessca_CA


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