Luận Văn Thạc Sĩ Lo Lắng Của Sinh Viên Trong Giờ Học Nghe - Nguyên Nhân Và Giải Pháp

Lo Lắng Của Sinh Viên Trong Giờ Học Nghe - Nguyên Nhân Và Giải Pháp​

Teachers and researchers of foreign language are too familiar with statements like the ones above, which indicate a common problem that the majority of foreign language students are faced with. It is well recognised that foreign language anxiety is a rather pervasive phenomenon (Aida, 1994). Although language anxiety could be considered as facilitating anxiety that motivates learners, many language teachers and researchers have been concerned about the possibility that anxiety may function as an affective filter (Krashen, 1982), preventing a learner from achieving a high level of proficiency in a foreign language (Scovel 1991). Anxiety should be reduced because anxious students are not able to develop their potential foreign language skills. Reducing anxiety is a key to success in foreign or second language learning. It ―directly influences how often students use second language learning strategies, how much students interact with native speakers, how much input they receive in the language being learned (the target language), how well they do on curriculum-related achievement tests, how high their general proficiency level becomes, and how long they preserve and maintain second language skills after language study is over...‖ (Oxford and Shearin, 1996, p.121-122).

• Luận văn thạc sĩ giáo dục
• Chuyên ngành lý luận và phương pháp dạy học tiếng Anh
• Người hướng dẫn: Lê Văn Canh
• Tác giả: Lê Thị Thu Huyền
• Số trang: 52
• File PDF-TRUE
• Ngôn ngữ: Tiếng anh
• Trường ĐH Ngoại Ngữ Hà Nội 2010

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