Luận văn learners’ anxiety in speaking lessons at nguyen quan nho upper secondary school

5, Significance of the study This study could be of some help to teachers and students at Nguyen Quan Nho upper secondary school i to improve the teachers’ theoretical understanding of f

speaking, anxicty It is also hoped that this rescarch will be of some help to Victnamese learners and teachers in general in having a better understanding of the nature of KLA and spouking anxiety in particular ta improvs the teaching and loarnirys of Engliste

LIST OF TABLES AND CHARTS

Chart 1: Student's anxisly in speaking lessons

Table 1: Student’s attitudes toward speaking skills

Table 2: Speaking anxiety associated with content of the lessons

Table 3: Speaking anxicty associated with communication apprehension

Table 4: Communication apprehension associated with students’ previous learning experience Table 5: Communication apprehension associated with learners’ speaking onvironment

Table 6: Commumueation apprehension associated with leamers’ personality

Yable 7; Vactors associated with learners” self perception of their inability to speak nglish Table 8: Tearners’ communication apprehcusion associaled with lcachers” factor

Table 9: Speaking anxicty associated with test

Yable 10: Leamets’ speaking anxiety associated with teacher's negative feedback

Table 11: Tcarners’ speaking anxicly associated with poots’ rugative feedback

Part B — Dewelopment contains three chapters Chapter ong reviews the literature in terms

of speaking, foreign language anxiety in general and speuking anxicly in particular Chapter two presents the study Chapter three mentions some suggested solutions to reduce speaking anxiety

Part C Conclusion presents a summary of the study and concluding comments derived

from the findings of the study It also discusses the limitation of the study and suggestion for further research

PART B: DEVELOPMENT

CHAPTER I: LITERATURE REVIEW

5, Significance of the study

This study could be of some help to teachers and students at Nguyen Quan Nho upper secondary school

i) to improve the teachers’ theoretical understanding of foreign language anxiety,

especially the causes of speaking anxiety

Gi} lo enlomee the studsnis’ awareness of causes of speaking anvsely they have in

foreign language, and from this they can control and overcome their nervousness in speaking skills Hopefully, the possible solutions suggested in this research can help Toarnar reduce the speaking anxicly and motivate there to learn and maks progress in

speaking

6 Method of the study

In order to realize the above aims of the study, quantitative method was mainly used The

data collected for the study came frorn the 10" grade students Survey questionnaire was

used to gather information and evidence for the study

In addition, to make the data collected more reliable and authentic, qualitative method was applied with two instruments: a follow up interview and an informal observation,

All the comments, remarks, recommendations and conchision provided in the study were based on the data analysis of the shucly

7, Design of the study

‘This study is divided into three parts

Parl A — Introduction prosenis the rationale, the aims, thơ rescarch questions, scops, significance, methods as well as the design of the study,

5, Significance of the study

This study could be of some help to teachers and students at Nguyen Quan Nho upper secondary school

i) to improve the teachers’ theoretical understanding of foreign language anxiety,

especially the causes of speaking anxiety

Gi} lo enlomee the studsnis’ awareness of causes of speaking anvsely they have in

foreign language, and from this they can control and overcome their nervousness in speaking skills Hopefully, the possible solutions suggested in this research can help Toarnar reduce the speaking anxicly and motivate there to learn and maks progress in

speaking

6 Method of the study

In order to realize the above aims of the study, quantitative method was mainly used The

data collected for the study came frorn the 10" grade students Survey questionnaire was

used to gather information and evidence for the study

In addition, to make the data collected more reliable and authentic, qualitative method was applied with two instruments: a follow up interview and an informal observation,

All the comments, remarks, recommendations and conchision provided in the study were based on the data analysis of the shucly

7, Design of the study

‘This study is divided into three parts

Parl A — Introduction prosenis the rationale, the aims, thơ rescarch questions, scops, significance, methods as well as the design of the study,

vill

CHAPTER IL SUGGESTIONS FOR CLASSROOM PRACTICE

3.1 Solutions related to the contents of the lessons

3.2 Solutions rclatzd to learners’ communication apprehension

3.3 Solutions relatad to tes anxicly

3.4 Solutions related to learners’ fear of negative feedback

PART C: CONCLUSION

1 Summary of the findings:

2, Limitations oŸ the siudy

vill

CHAPTER IL SUGGESTIONS FOR CLASSROOM PRACTICE

3.1 Solutions related to the contents of the lessons

3.2 Solutions rclatzd to learners’ communication apprehension

3.3 Solutions relatad to tes anxicly

3.4 Solutions related to learners’ fear of negative feedback

PART C: CONCLUSION

1 Summary of the findings:

2, Limitations oŸ the siudy

1.3 Speaking Anxiety 10

1.3.2 Sources of foreign language anxiety and speaking anxiety 13

CHAPTER 2: THE STUDY

2.1 Overview of current teaching and leaming speaking at Nguyen Quan Nho high

3.5.1 Sturdent’s altitudes toward spcaking skills 18 3.5.2 Smuđcnf's general speaking anxiety " 19 2.5.3 Sources of speaking anxiety experienced by students at Nguyen Quan Nho high

Leamets’ self-perception of their ownspeaking ability 25

b Conmmuieation apprehension associated with teachers” factors 27 3.5.3.3 Spoaking anxicly associated with test 28 2.5.3.4, Speaking amiiety associated with fear of negative feedback 20

a Speaking anxiety associated with teacher’s negative feedback 29

> Leamers” speaking anxicty associated with peer’s negative fecdback 30

1.3 Speaking Anxiety 10

1.3.2 Sources of foreign language anxiety and speaking anxiety 13

CHAPTER 2: THE STUDY

2.1 Overview of current teaching and leaming speaking at Nguyen Quan Nho high

3.5.1 Sturdent’s altitudes toward spcaking skills 18 3.5.2 Smuđcnf's general speaking anxiety " 19 2.5.3 Sources of speaking anxiety experienced by students at Nguyen Quan Nho high

Leamets’ self-perception of their ownspeaking ability 25

b Conmmuieation apprehension associated with teachers” factors 27 3.5.3.3 Spoaking anxicly associated with test 28 2.5.3.4, Speaking amiiety associated with fear of negative feedback 20

a Speaking anxiety associated with teacher’s negative feedback 29

> Leamers” speaking anxicty associated with peer’s negative fecdback 30

1.3 Speaking Anxiety 10

1.3.2 Sources of foreign language anxiety and speaking anxiety 13

CHAPTER 2: THE STUDY

2.1 Overview of current teaching and leaming speaking at Nguyen Quan Nho high

3.5.1 Sturdent’s altitudes toward spcaking skills 18 3.5.2 Smuđcnf's general speaking anxiety " 19 2.5.3 Sources of speaking anxiety experienced by students at Nguyen Quan Nho high

Leamets’ self-perception of their ownspeaking ability 25

b Conmmuieation apprehension associated with teachers” factors 27 3.5.3.3 Spoaking anxicly associated with test 28 2.5.3.4, Speaking amiiety associated with fear of negative feedback 20

a Speaking anxiety associated with teacher’s negative feedback 29

> Leamers” speaking anxicty associated with peer’s negative fecdback 30

nN

classroom the students have to use foreign language - an instrument they are not familiar with - (0 sustain communivalion, As a teacher of English, I have natiged thal my students oiten experience foreign language anxiety in speaking skills Some students experience pressure when being asked to speak in ftont of the whole class because they fear criticism Some may feel nervous since they lack of vocahulary lo express their ideas; consequently, they may tremble and stutter, etc, Such situation has inspired me to carry out a study on learners’ anxiety in speaking skills to identify the causes and give solutions to alleviate students’ anxiety in learning speaking,

2, Aims of the study

The major purpose of the research is to find out factors or causes that make students stressfidl and nervous in speaking English and suggest some solutions to alleviate Lnglish speaking anxiety in the students

3 Research questions

To fulfill the above aims, the study is carried out with an attempt to answer the following

questions:

1, What are the possible causes that make students at Xguyen Quan Nho upper

secondary school anxious and nervous in learning speaking?

2 What ars the possible solutions to reduce speaking anxiety of the students?

4, Scope of the study

FLA exits in the process of Icarning all the four skills However, only students’ speaking anxiety is focused on in this research with its causes in terms of contents of the lessons, communication apprehension, lest anxiely and fear of negative feedback and sahutions based on cach source of anxicly Duc to the focal condition constraints, this study only involves one hundred and thirty-five 10” form students at Nguyen Quan Nho High School

1.3 Speaking Anxiety 10

1.3.2 Sources of foreign language anxiety and speaking anxiety 13

CHAPTER 2: THE STUDY

2.1 Overview of current teaching and leaming speaking at Nguyen Quan Nho high

3.5.1 Sturdent’s altitudes toward spcaking skills 18 3.5.2 Smuđcnf's general speaking anxiety " 19 2.5.3 Sources of speaking anxiety experienced by students at Nguyen Quan Nho high

Leamets’ self-perception of their ownspeaking ability 25

b Conmmuieation apprehension associated with teachers” factors 27 3.5.3.3 Spoaking anxicly associated with test 28 2.5.3.4, Speaking amiiety associated with fear of negative feedback 20

a Speaking anxiety associated with teacher’s negative feedback 29

> Leamers” speaking anxicty associated with peer’s negative fecdback 30

vill

CHAPTER IL SUGGESTIONS FOR CLASSROOM PRACTICE

3.1 Solutions related to the contents of the lessons

3.2 Solutions rclatzd to learners’ communication apprehension

3.3 Solutions relatad to tes anxicly

3.4 Solutions related to learners’ fear of negative feedback

PART C: CONCLUSION

1 Summary of the findings:

2, Limitations oŸ the siudy

Part B — Dewelopment contains three chapters Chapter ong reviews the literature in terms

of speaking, foreign language anxiety in general and speuking anxicly in particular Chapter two presents the study Chapter three mentions some suggested solutions to reduce speaking anxiety

Part C Conclusion presents a summary of the study and concluding comments derived

from the findings of the study It also discusses the limitation of the study and suggestion for further research

PART B: DEVELOPMENT

CHAPTER I: LITERATURE REVIEW

PART A: INTRODUCTION

1 Rationale

Nowadays, English is considered as an international language, which is spoken by millions

of people all over the world The number of people who desire to lean English has multiplied Some learn English to get more wisdom, some wish to get well-paid jobs, some learn Rnglish for other purposes Thal is why English has boon now widely taught in almost all educational institutions, at every level

In Vietnam, English is being taught as a compulsory subject and it is one of the six subjects

in the rational cxamination that students have to pass if they want to gct General Certificate of Secondary Education (G.C.S.E) In recent years, the teaching of foreign language in Vietnam has seen a remarkable change in methodology followed by a new approach to language teaching That is Communicative Language Teaching This approach represents a fundamental shift in the teaching-learning process from structure mastery to commmnicative competence Accordingly, learners’ ability to communicate becomes its first priority, which moans thal when learning English, learners tava to grasp all the four skills: 5

another Speaking well is of great importance to students when communicating with others

aking, reading, writing, and listening because those skills are integrated with one

ina scond language, nol only in icaching and learning environments, bul also outside the classroom, The students should be able to speak in a well structured way and develop their ability to take part in conversations, discussions and negotiations and to express with subtlety their own views and consider those of others Speaking docs not only reflect the speaker's social and cultural background, but is also a part of speaker’s identity, However, among the four skills, speaking seems to be the most difficult one but paid the least attention to in most high schools Speaking has only become a compulsory skill in the curriculum since the new English textbook was officially put inte use in 2006, This results

in mmerous problems inflicting students in learning the speaking skills, one of which is Forcign Language Loaring Auxicty, Besides, having considerable levels of arvsicty in the classroom has been regarded as an experience that is more likely to occur mn foreign language lessons than in other subjects ‘his seems natural as in forcign language

Scope of the study

Significance of the study

a Method of the study

„ Design of the study

1.2.2 The role of speaking in language teaching and Icarning

1.2.3 Principles of teaching speaking

Scope of the study

Significance of the study

a Method of the study

„ Design of the study

1.2.2 The role of speaking in language teaching and Icarning

1.2.3 Principles of teaching speaking

nN

classroom the students have to use foreign language - an instrument they are not familiar with - (0 sustain communivalion, As a teacher of English, I have natiged thal my students oiten experience foreign language anxiety in speaking skills Some students experience pressure when being asked to speak in ftont of the whole class because they fear criticism Some may feel nervous since they lack of vocahulary lo express their ideas; consequently, they may tremble and stutter, etc, Such situation has inspired me to carry out a study on learners’ anxiety in speaking skills to identify the causes and give solutions to alleviate students’ anxiety in learning speaking,

2, Aims of the study

The major purpose of the research is to find out factors or causes that make students stressfidl and nervous in speaking English and suggest some solutions to alleviate Lnglish speaking anxiety in the students

3 Research questions

To fulfill the above aims, the study is carried out with an attempt to answer the following

questions:

1, What are the possible causes that make students at Xguyen Quan Nho upper

secondary school anxious and nervous in learning speaking?

2 What ars the possible solutions to reduce speaking anxiety of the students?

4, Scope of the study

FLA exits in the process of Icarning all the four skills However, only students’ speaking anxiety is focused on in this research with its causes in terms of contents of the lessons, communication apprehension, lest anxiely and fear of negative feedback and sahutions based on cach source of anxicly Duc to the focal condition constraints, this study only involves one hundred and thirty-five 10” form students at Nguyen Quan Nho High School

PART A: INTRODUCTION

1 Rationale

Nowadays, English is considered as an international language, which is spoken by millions

of people all over the world The number of people who desire to lean English has multiplied Some learn English to get more wisdom, some wish to get well-paid jobs, some learn Rnglish for other purposes Thal is why English has boon now widely taught in almost all educational institutions, at every level

In Vietnam, English is being taught as a compulsory subject and it is one of the six subjects

in the rational cxamination that students have to pass if they want to gct General Certificate of Secondary Education (G.C.S.E) In recent years, the teaching of foreign language in Vietnam has seen a remarkable change in methodology followed by a new approach to language teaching That is Communicative Language Teaching This approach represents a fundamental shift in the teaching-learning process from structure mastery to commmnicative competence Accordingly, learners’ ability to communicate becomes its first priority, which moans thal when learning English, learners tava to grasp all the four skills: 5

another Speaking well is of great importance to students when communicating with others

aking, reading, writing, and listening because those skills are integrated with one

ina scond language, nol only in icaching and learning environments, bul also outside the classroom, The students should be able to speak in a well structured way and develop their ability to take part in conversations, discussions and negotiations and to express with subtlety their own views and consider those of others Speaking docs not only reflect the speaker's social and cultural background, but is also a part of speaker’s identity, However, among the four skills, speaking seems to be the most difficult one but paid the least attention to in most high schools Speaking has only become a compulsory skill in the curriculum since the new English textbook was officially put inte use in 2006, This results

in mmerous problems inflicting students in learning the speaking skills, one of which is Forcign Language Loaring Auxicty, Besides, having considerable levels of arvsicty in the classroom has been regarded as an experience that is more likely to occur mn foreign language lessons than in other subjects ‘his seems natural as in forcign language

vill

CHAPTER IL SUGGESTIONS FOR CLASSROOM PRACTICE

3.1 Solutions related to the contents of the lessons

3.2 Solutions rclatzd to learners’ communication apprehension

3.3 Solutions relatad to tes anxicly

3.4 Solutions related to learners’ fear of negative feedback

PART C: CONCLUSION

1 Summary of the findings:

2, Limitations oŸ the siudy

Scope of the study

Significance of the study

a Method of the study

„ Design of the study

1.2.2 The role of speaking in language teaching and Icarning

1.2.3 Principles of teaching speaking

Part B — Dewelopment contains three chapters Chapter ong reviews the literature in terms

of speaking, foreign language anxiety in general and speuking anxicly in particular Chapter two presents the study Chapter three mentions some suggested solutions to reduce speaking anxiety

Part C Conclusion presents a summary of the study and concluding comments derived

from the findings of the study It also discusses the limitation of the study and suggestion for further research

PART B: DEVELOPMENT

CHAPTER I: LITERATURE REVIEW

nN

classroom the students have to use foreign language - an instrument they are not familiar with - (0 sustain communivalion, As a teacher of English, I have natiged thal my students oiten experience foreign language anxiety in speaking skills Some students experience pressure when being asked to speak in ftont of the whole class because they fear criticism Some may feel nervous since they lack of vocahulary lo express their ideas; consequently, they may tremble and stutter, etc, Such situation has inspired me to carry out a study on learners’ anxiety in speaking skills to identify the causes and give solutions to alleviate students’ anxiety in learning speaking,

2, Aims of the study

The major purpose of the research is to find out factors or causes that make students stressfidl and nervous in speaking English and suggest some solutions to alleviate Lnglish speaking anxiety in the students

3 Research questions

To fulfill the above aims, the study is carried out with an attempt to answer the following

questions:

1, What are the possible causes that make students at Xguyen Quan Nho upper

secondary school anxious and nervous in learning speaking?

2 What ars the possible solutions to reduce speaking anxiety of the students?

4, Scope of the study

FLA exits in the process of Icarning all the four skills However, only students’ speaking anxiety is focused on in this research with its causes in terms of contents of the lessons, communication apprehension, lest anxiely and fear of negative feedback and sahutions based on cach source of anxicly Duc to the focal condition constraints, this study only involves one hundred and thirty-five 10” form students at Nguyen Quan Nho High School

1.3 Speaking Anxiety 10

1.3.2 Sources of foreign language anxiety and speaking anxiety 13

CHAPTER 2: THE STUDY

2.1 Overview of current teaching and leaming speaking at Nguyen Quan Nho high

3.5.1 Sturdent’s altitudes toward spcaking skills 18 3.5.2 Smuđcnf's general speaking anxiety " 19 2.5.3 Sources of speaking anxiety experienced by students at Nguyen Quan Nho high

Leamets’ self-perception of their ownspeaking ability 25

b Conmmuieation apprehension associated with teachers” factors 27 3.5.3.3 Spoaking anxicly associated with test 28 2.5.3.4, Speaking amiiety associated with fear of negative feedback 20

a Speaking anxiety associated with teacher’s negative feedback 29

> Leamers” speaking anxicty associated with peer’s negative fecdback 30

Scope of the study

Significance of the study

a Method of the study

„ Design of the study

1.2.2 The role of speaking in language teaching and Icarning

1.2.3 Principles of teaching speaking

PART A: INTRODUCTION

1 Rationale

Nowadays, English is considered as an international language, which is spoken by millions

of people all over the world The number of people who desire to lean English has multiplied Some learn English to get more wisdom, some wish to get well-paid jobs, some learn Rnglish for other purposes Thal is why English has boon now widely taught in almost all educational institutions, at every level

In Vietnam, English is being taught as a compulsory subject and it is one of the six subjects

in the rational cxamination that students have to pass if they want to gct General Certificate of Secondary Education (G.C.S.E) In recent years, the teaching of foreign language in Vietnam has seen a remarkable change in methodology followed by a new approach to language teaching That is Communicative Language Teaching This approach represents a fundamental shift in the teaching-learning process from structure mastery to commmnicative competence Accordingly, learners’ ability to communicate becomes its first priority, which moans thal when learning English, learners tava to grasp all the four skills: 5

another Speaking well is of great importance to students when communicating with others

aking, reading, writing, and listening because those skills are integrated with one

ina scond language, nol only in icaching and learning environments, bul also outside the classroom, The students should be able to speak in a well structured way and develop their ability to take part in conversations, discussions and negotiations and to express with subtlety their own views and consider those of others Speaking docs not only reflect the speaker's social and cultural background, but is also a part of speaker’s identity, However, among the four skills, speaking seems to be the most difficult one but paid the least attention to in most high schools Speaking has only become a compulsory skill in the curriculum since the new English textbook was officially put inte use in 2006, This results

in mmerous problems inflicting students in learning the speaking skills, one of which is Forcign Language Loaring Auxicty, Besides, having considerable levels of arvsicty in the classroom has been regarded as an experience that is more likely to occur mn foreign language lessons than in other subjects ‘his seems natural as in forcign language

5, Significance of the study

This study could be of some help to teachers and students at Nguyen Quan Nho upper secondary school

i) to improve the teachers’ theoretical understanding of foreign language anxiety,

especially the causes of speaking anxiety

Gi} lo enlomee the studsnis’ awareness of causes of speaking anvsely they have in

foreign language, and from this they can control and overcome their nervousness in speaking skills Hopefully, the possible solutions suggested in this research can help Toarnar reduce the speaking anxicly and motivate there to learn and maks progress in

speaking

6 Method of the study

In order to realize the above aims of the study, quantitative method was mainly used The

data collected for the study came frorn the 10" grade students Survey questionnaire was

used to gather information and evidence for the study

In addition, to make the data collected more reliable and authentic, qualitative method was applied with two instruments: a follow up interview and an informal observation,

All the comments, remarks, recommendations and conchision provided in the study were based on the data analysis of the shucly

7, Design of the study

‘This study is divided into three parts

Parl A — Introduction prosenis the rationale, the aims, thơ rescarch questions, scops, significance, methods as well as the design of the study,

Scope of the study

Significance of the study

a Method of the study

„ Design of the study

1.2.2 The role of speaking in language teaching and Icarning

1.2.3 Principles of teaching speaking

vill

CHAPTER IL SUGGESTIONS FOR CLASSROOM PRACTICE

3.1 Solutions related to the contents of the lessons

3.2 Solutions rclatzd to learners’ communication apprehension

3.3 Solutions relatad to tes anxicly

3.4 Solutions related to learners’ fear of negative feedback

PART C: CONCLUSION

1 Summary of the findings:

2, Limitations oŸ the siudy

Scope of the study

Significance of the study

a Method of the study

„ Design of the study

1.2.2 The role of speaking in language teaching and Icarning

1.2.3 Principles of teaching speaking

5, Significance of the study

This study could be of some help to teachers and students at Nguyen Quan Nho upper secondary school

i) to improve the teachers’ theoretical understanding of foreign language anxiety,

especially the causes of speaking anxiety

Gi} lo enlomee the studsnis’ awareness of causes of speaking anvsely they have in

foreign language, and from this they can control and overcome their nervousness in speaking skills Hopefully, the possible solutions suggested in this research can help Toarnar reduce the speaking anxicly and motivate there to learn and maks progress in

speaking

6 Method of the study

In order to realize the above aims of the study, quantitative method was mainly used The

data collected for the study came frorn the 10" grade students Survey questionnaire was

used to gather information and evidence for the study

In addition, to make the data collected more reliable and authentic, qualitative method was applied with two instruments: a follow up interview and an informal observation,

All the comments, remarks, recommendations and conchision provided in the study were based on the data analysis of the shucly

7, Design of the study

‘This study is divided into three parts

Parl A — Introduction prosenis the rationale, the aims, thơ rescarch questions, scops, significance, methods as well as the design of the study,

Part B — Dewelopment contains three chapters Chapter ong reviews the literature in terms

of speaking, foreign language anxiety in general and speuking anxicly in particular Chapter two presents the study Chapter three mentions some suggested solutions to reduce speaking anxiety

Part C Conclusion presents a summary of the study and concluding comments derived

from the findings of the study It also discusses the limitation of the study and suggestion for further research

PART B: DEVELOPMENT

CHAPTER I: LITERATURE REVIEW

5, Significance of the study

This study could be of some help to teachers and students at Nguyen Quan Nho upper secondary school

i) to improve the teachers’ theoretical understanding of foreign language anxiety,

especially the causes of speaking anxiety

Gi} lo enlomee the studsnis’ awareness of causes of speaking anvsely they have in

foreign language, and from this they can control and overcome their nervousness in speaking skills Hopefully, the possible solutions suggested in this research can help Toarnar reduce the speaking anxicly and motivate there to learn and maks progress in

speaking

6 Method of the study

In order to realize the above aims of the study, quantitative method was mainly used The

data collected for the study came frorn the 10" grade students Survey questionnaire was

used to gather information and evidence for the study

In addition, to make the data collected more reliable and authentic, qualitative method was applied with two instruments: a follow up interview and an informal observation,

All the comments, remarks, recommendations and conchision provided in the study were based on the data analysis of the shucly

7, Design of the study

‘This study is divided into three parts

Parl A — Introduction prosenis the rationale, the aims, thơ rescarch questions, scops, significance, methods as well as the design of the study,

nN

classroom the students have to use foreign language - an instrument they are not familiar with - (0 sustain communivalion, As a teacher of English, I have natiged thal my students oiten experience foreign language anxiety in speaking skills Some students experience pressure when being asked to speak in ftont of the whole class because they fear criticism Some may feel nervous since they lack of vocahulary lo express their ideas; consequently, they may tremble and stutter, etc, Such situation has inspired me to carry out a study on learners’ anxiety in speaking skills to identify the causes and give solutions to alleviate students’ anxiety in learning speaking,

2, Aims of the study

The major purpose of the research is to find out factors or causes that make students stressfidl and nervous in speaking English and suggest some solutions to alleviate Lnglish speaking anxiety in the students

3 Research questions

To fulfill the above aims, the study is carried out with an attempt to answer the following

questions:

1, What are the possible causes that make students at Xguyen Quan Nho upper

secondary school anxious and nervous in learning speaking?

2 What ars the possible solutions to reduce speaking anxiety of the students?

4, Scope of the study

FLA exits in the process of Icarning all the four skills However, only students’ speaking anxiety is focused on in this research with its causes in terms of contents of the lessons, communication apprehension, lest anxiely and fear of negative feedback and sahutions based on cach source of anxicly Duc to the focal condition constraints, this study only involves one hundred and thirty-five 10” form students at Nguyen Quan Nho High School

Part B — Dewelopment contains three chapters Chapter ong reviews the literature in terms

of speaking, foreign language anxiety in general and speuking anxicly in particular Chapter two presents the study Chapter three mentions some suggested solutions to reduce speaking anxiety

Part C Conclusion presents a summary of the study and concluding comments derived

from the findings of the study It also discusses the limitation of the study and suggestion for further research

PART B: DEVELOPMENT

CHAPTER I: LITERATURE REVIEW

Scope of the study

Significance of the study

a Method of the study

„ Design of the study

1.2.2 The role of speaking in language teaching and Icarning

1.2.3 Principles of teaching speaking