Overview
Speaking anxiety is a common phenomenon that
affects many language learners, including interpreters. This module aims to
help students understand the concept of speaking anxiety, its causes, and consequences,
and provide them with strategies to overcome it in interpreting contexts
In this module, participants will explore the
concept of speaking anxiety in relation to interpretation and how the
principles of connectivism can be applied to overcome such anxiety. The focus
will be on developing effective speaking skills and strategies to enhance
interpretation abilities
Effective speaking and listening are essential
components of a liberal arts education. Consequently, students complete two Speaking-
courses as part of their graduation requirements. Speaking activities make
students active participants in the learning process, give students an
opportunity to exert more control in the classroom, increase student
motivation, and help students achieve a better understanding of the material
introduced in the course. Participation in Speaking- courses also helps
students develop interpretation competence.
Speaking Anxiety
Introduction
Speaking is crucial for learning a foreign
language, but it can also lead to anxiety. This chapter explores the
definitions, studies, characteristics of learners with speaking anxiety,
causes, effects on learning and performance, relationship between anxiety and
four skills, and tips for overcoming it. It also discusses classroom strategies
for teachers to reduce speaking anxiety.
Definition of speech anxiety
The process of combining background and
linguistic knowledge in order to build an oral message to be conveyed to the
intended audience" is how speaking anxiety. Knowledge of background and
language should be used to create spoken utterances and expressions for social
interaction.
Numerous researchers have provided different definitions for speech anxiety.
"A stress that results from having to speak in front of a group. speech
anxiety as the fear of verbally expressing oneself Furthermore, speech anxiety
is defined as "a broadly based anxiety related to oral communication.
Anxiety is a common issue that affects everyone,
even those with extensive knowledge in a subject. It can lead to forgetting and
making mistakes, even when we are well-versed in the subject. Anxiety is a
multifaceted affective concept characterized by feelings of unease, frustration,
self-doubt, and apprehension. It can be measured through behavioral tests,
self-reports, or physiological tests. All learners, including foreign language
learners, experience anxiety, and its definition has been debated by various
researchers.
Anxiety is a subjective feeling of tension,
apprehension, nervousness, and worry, affecting human behavior. It includes
hyper-vigilance, increased sympathetic nervous system activity, and difficulty
concentrating. Anxiety negatively impacts language learning and is a highly
examined variable in psychology and education.
Anxiety in learning is an emotional state of
apprehension, indirectly associated with an object. It is a necessary
psychological and mental preparation for danger, necessary for individual survival
under certain circumstances. anxiety is not just fear from the future but a
self-related cognition, including thoughts of failure and self-deprecating
thoughts.
Anxiety stems from negative self-perception,
expecting failure, doubting one's abilities, and belittling oneself. anxiety as
a distressing emotional state characterized by tension about threats. anxiety
is an adaptive reaction mobilizing the organism to defend against or avoid
anxiety stimuli.
Applying connectivism theory principles to an
educational program:
for EFL (English as a Foreign Language) majors
to develop interpretation skills and decrease speaking anxiety is a great idea.
Connectivism emphasizes the use of technology and online networks to foster
learning and knowledge creation. Here's how you might apply connectivism
theory principles to this program:
1 -Learning
through Networks: Encourage students to
use online platforms and resources to connect with native English speakers,
language exchange partners, and language learning communities. This can help
them improve their speaking and listening skills through real-world
interactions.
2-Resource Utilization: Provide students with access to a variety of
online resources such as language learning apps, podcasts, and interactive
websites to support their linguistic, reading, and textual analysis skills.
This will help them engage with authentic language materials and develop their interpretive
abilities.
3-Collaboration and
Participation: Create opportunities
for collaborative learning and participation through online discussions, group
projects, and peer feedback. This can help students build confidence in their
speaking and interpreting skills while also reducing anxiety through shared
experiences and support.
4- Personal
Learning Networks: Encourage students to
develop their personal learning networks by following professionals in the
field of interpretation and language learning on social media, participating in
webinars, and engaging with online communities related to language
interpretation.
5-Adaptive Learning
Platforms: Consider using adaptive
learning platforms that can tailor content and activities to individual student
needs, allowing for personalized skill development in listening, speaking, and
interpreting.
6- Reflective
Practice: Implement regular
opportunities for students to reflect on their learning experiences, set goals,
and track their progress. This can help them manage and reduce speaking anxiety
by fostering a growth mindset and sense of achievement.
By integrating these connectivism theory
principles into the program design, you can create an engaging and effective
learning environment for EFL majors to develop their interpretation skills and
decrease speaking anxiety across various language competencies.
To address speaking, consider the following strategies- Create a
supportive and online learning environment where students comfortable
expressing themselves.
- opportunities for students to practice speaking
in low-pressure, such as small group or one-on-one conversations- Offer guidance
and feedback on speaking performance to students build confidence and improve
their speaking skills.
Connectivism theory emphasizes the importance of
connected learning through networks and the utilization of technology. Here's
how you can apply the principles of connectivism theory to improve Speaking-skills
:
- Re-expression Skills:
- Timely adjustment: Emphasize the importance of adapting language
and expression to the context and audience, fostering versatility and
flexibility in communication.
-
Adding information: Encourage learners to enrich their re-expressions
by incorporating relevant additional details and context where necessary.
- Reformulation: Guide learners in practicing the skill of
rephrasing, enabling them to convey the same message using different linguistic
expressions.
-
Paraphrasing and explaining: Provide opportunities for learners to
practice paraphrasing and explaining complex concepts in their own words,
promoting deeper understanding and effective communication.
Objectives:
-Understand the impact of speaking anxiety
on interpretation performance
-Explore the principles of connectivism and
its relevance to improve speaking skills
-Develop strategies to overcome speaking
anxiety and enhance interpretation abilities
-Apply connectivist principles to improve
speaking skills in the context of interpretation
-Define speaking anxiety and its impact on
interpreting-
-Identify the causes and consequences of speaking anxiety-
-Develop
sub-skills to overcome speaking anxiety in interpreting-
Methods:
-Lecture/Discussion: Introduction to
speaking anxiety, connectivism, and strategies for improvement
-Group Activities: Role-playing exercises,
group discussions, and interactive tasks to practice speaking skills.
-Case Studies: Analyzing real-world
scenarios to understand the challenges and solutions in interpretation
-Self-Reflection: Journaling and
self-assessment to track progress and identify areas for improvement
Role-plays and simulations-
-Audio and video recordings
Teaching
Aids:
PowerPoint Presentations
Role-Playing Scenarios
Videos/Audios Demonstrations
Online Resources (articles, videos, etc)
Whiteboard and markers-
Flashcards with anxiety-related vocabulary
Audio and video recordings of interpreters
Relaxation techniques handouts
-Speaking
anxiety surveys and questionnaires
Sub-skills
- Building confidence in speaking-
-Developing fluency and coherence in speaking
- Improving pronunciation and intonation-
- Using positive self-talk and visualization techniques
- Practicing relaxation techniques (e.g., deep
breathing, meditation)
Types of
Speaking
-Formal speaking (e.g., conferences, meetings)
- Informal speaking (e.g., conversations, discussions)
- Interpreting in different settings .
Applying
Connectivism Principles
-Fostering a sense of community and connection among students
- Encouraging students to share their experiences
and insights
- Providing opportunities for students to reflect
on their learning
- Using technology to facilitate communication and
collaboration
-Emphasizing the importance of self-directed learning and autonomy
Teacher's
Role
Creating a supportive and non-judgmental learning environment
Providing guidance and feedback on speaking anxiety
Modeling confident and effective speaking behaviors
Encouraging students to take risks and try new strategies
Fostering a growth mindset in students
Student's
Role
Identifying and acknowledging their speaking
anxiety
Practicing speaking regularly and consistently
Seeking feedback and support from peers and teachers
Reflecting on their learning and progress
Taking ownership of their learning and anxiety management.
Breathing Techniques for Relaxation
Public Speaking Practice
Visualization Exercises
Peer Feedback and Support
Utilizing Technology for Language Learning
Cognitive restructuring (e.g., reframing
negative thoughts-
Exposure therapy (e.g., gradual exposure to speaking situations-
Social support (e.g., peer support groups-
Self-care and stress management techniques-
Building a growth mindset-
Evaluation
:
-Self-assessment and peer feedback on speaking
anxiety
-Audio and video recordings of speaking
performances
-Formative and summative assessments of speaking
anxiety and interpreting skills
-Assessments: Pre and post-module
assessments to measure improvement in speaking skills
-Peer Evaluation: Feedback from peers on
speaking performance
Feedback:
-Immediate Feedback: Providing feedback
after each speaking activity
-Peer Feedback: Encouraging participants to
provide constructive feedback to each other
-Self-Assessment: Promoting self-reflection
and self-evaluation for continuous improvement
تعليقات
إرسال تعليق