Overview:
Speaking anxiety is a common phenomenon among
language learners, including interpreters. This module aims to equip students
with strategies to overcome speaking anxiety in relation to interpreting,
enabling them to communicate effectively and confidently in various settings.
The Role of the Teacher in Reducing Speech Anxiety in Foreign
Language Learning
To minimize anxiety and help students to deal with it, most investigation findings brought similar suggestions, that teachers have a vital role to reduce their students' speaking anxiety. They should try to make some interventions to help anxious learners, because of the great impact of speaking anxiety on students' learning and speaking performance. The following are some tips that teachers can use to minimize the level of students' speaking anxiety:
Creating Relaxed Classroom Language Learning
Anxiety is one of the most face-threatening
school aspect, and creating a relaxed atmosphere in foreign language classrooms
is one of the most successful strategies that help in reducing anxiety among
foreign language learners. Dornyei (2001) states that teachers need to create a
pleasant and supportive classroom atmosphere. The importance of the classroom
climate represents a motivational tool that learners need to be less worried to
communicate in a foreign language. The role of the teacher is to build a
relaxed classroom, because alleviating students' anxieties is the most
important factor to obtain good results in foreign language classes.
In addition, creating a pleasant atmosphere can
be achieved by using different ways that may help learners feel less anxious in
foreign language classrooms. According to Dorneiy (2001), teachers should apply
the norm of tolerance, especially with students' mistakes. They should take
into consideration that mistakes are a part of language learning because
"students feel comfortable taking risks when they know that they will not
be embarrassed or criticized if they make a mistake" (p.41).
Furthermore, another tool to improve the classroom atmosphere is the use of a sense of humor; Dorneiy (2001) also claims that effective teachers have a good sense of humor. If students can feel that the teacher allows a healthy degree of self-mockery, they will be more comfortable in their learning. Encouraging learners to personalize the classroom environment according to their taste is also beneficial to minimizing anxiety because the "classroom is not only a psychological but also a physical environment". Finally, games, and music are useful techniques to create a relaxed atmosphere. Therefore, creating a pleasant and supportive atmosphere in the classroom can support and urge students to use the target language at ease.
Teacher-Student Relationship
Much of recent studies suggest that a close and
positive relationship between teachers and learners is an important key to successful
learning. Interpersonal relationships with learners influence the classroom
climate and therefore affect students' performance and engagement. Pianta
(1999) claims that a psychologically close relationship between teacher and
learner supplies students with a feeling of security in the classroom
atmosphere that lowers the level of anxiety which leads to good achievements.
Moreover, the strong link between teachers and
students is a vital component in the recipe for student success. It is assumed
that this sense of wellness encourages motivation and comfort, as well as an
academic positive competition between students. Similarly, Birch and Ladd
(1997) also asserts that students who had closer relationships with their
teachers were better adjusted academically than students with conflicted
teacher-student relationships. Consequently, positive and supportive
relationship results in students with a greater sense of competence and
motivation without fears or anxieties in their learning process.
Therefore, according to Hamre and Pianta (2001) students who feel a strong personal relationship with their teacher, talk with them, and receive more constructive guidance. The student is likely to trust the teacher more, and achieve at higher levels academically. Positive teacher-student relationships draw students into the process of learning and guide their desire to learn.
Varying Speaking Activities
Teachers can apply another technique which is
varying speaking activities that should be organized and designed to help
students feel comfortable in the foreign language classrooms. They can lower
their students' speaking anxiety by using different speaking activities. Harmer
(1984) assumed that simulations are very helpful for the student; they develop
self-confidence of anxious students. They are similar to roleplays but they are
more elaborate. In simulations, students can bring items to the class to create
a realistic environment. Thus, they will have
different roles and do not have to speak for
themselves, which means they do not have to take the same responsibility.
Furthermore, another type of speaking activity is brainstorming on a selected topic, students can produce ideas in a limited time. Depending on the context, either individual or group brainstorming is effective and learners generate ideas quickly and freely. Dunn and Kenneth (1972) states that the advantage of this activity is that the students are not criticized for their ideas. So, students will share their new ideas without any fears. In addition to the above- mentioned activities, teachers can also reduce their students' speaking anxiety and raise their motivation by integrating activities about real life such as sharing ideas about an event or finding solutions in their discussion groups. These real-life communication activities can improve learners' self-confidence and; consequently, reduce their speaking anxiety.
Group Work
Group work is considered another strategy for
reducing students' speaking anxiety that many foreign language scholars focus
on. Dornyei (2001) believes that cooperative environments creates more positive
attitudes in the learning process and develops higher self- esteem and
self-confidence; "which is because group interaction is seen in modern
language teaching methodologies as a prerequisite to building the learners'
communicative competence". Tsui (2001) claimed that students'
collaboration has successful results in reducing anxiety among foreign language
learners. Thus, students should work together to achieve better outcomes in
their performance and their learning.
Dornyei (2001) also asserts that group work has
many advantages that may help learners fulfill good achievements in their
foreign language learning. He states that “Cooperative situations generally
have a positive emotional sense, which means that they generate less anxiety
and stress than other learning formats; cooperation fosters class group
cohesiveness.” (p.101). When students work together they will motivate each
other, assist, encourage, and support the participation of other members in the
group work. This is because in cooperative situations students rely on each
other and share common goals, which in turn creates a feeling of unity.
Therefore, group work is one of the best procedures that teachers can establish
in the classroom to alleviate learners’ anxiety in their language classes.
The Role of Students in Reducing their Speech
Anxiety in their Foreign Language Learning:
In addition to teachers’ role in reducing students’ speaking anxiety, learners also participate in diminishing it. Learners should understand that anxiety has an important function in affecting their oral communication. They should know how to cope and reduce their worry about speaking. The following are some researchers' tips that may help students deal with their anxieties:
Practice and Preparation
Practice and preparation are effective ways that may help learners to cope with their anxiety in oral performance because they develop learners' self-esteem in speaking which can minimize the level of anxiety. Learners should try to practice speaking at least once before their performance. Practice in an environment that is as similar as possible to the place of presentation. According to Kanar (2011) “preparation and practice are the keys to feeling confident about giving a speech or presentation" (p.293). So, practice and preparation can improve students' proficiency in the language by helping them to decrease their anxiety. In addition, students should develop their self-confidence to diminish their anxiety, and that will be done through good preparation and practice. Students should exercise their presentations inside and outside the class and prepare themselves well to overcome their fears and ameliorate their communication in the foreign language.
Positive Self-talk
Bassett (1989) believes that self-talk can be
useful, especially in dealing with state anxiety. The latter refers to a learner's
anxiety because of a specific evaluative situation, e.g., a test, a
competition, or an oral performance. Positive self-talk is considered an
effective strategy for students to alleviate their speaking anxiety. According
to Young (1991), positive self-talk is a strategy that anxious students use to
help themselves, for example "I can handle this Just
relax. .. Take a deep slow breath and I'll start as I rehearsed it.”(p.431). In addition, Bassett (1989) asserts that learners have to stop their negative thinking “To begin to replace negative, depressive thoughts and replace with compassionate, respectful, comforting thoughts” (pp.3-1). Lastly, it is an encouraging procedure that helps learners to overcome their negative thoughts. Therefore, they must learn how to talk to themselves in a relaxing manner by using positive dialogues instead of negative ones.
Relaxation Techniques
Relaxation techniques are effective ways that help students in coping with worry and anxiety in the classroom. Students should follow these ways before performing their speeches to decrease their anxiety. According to Bryan (2001), there are several relaxation techniques learners can use. For instance, anxious students should breathe deeply by relaxing the muscles which may help them feel more comfortable, and they can also use visualization as a relaxing way of speaking about anxiety. Lloyd (2010) defines it as a mental image that students draw in which they see themselves more confident when speaking a foreign language, "See yourself performing as a confident presenter who is enjoying the performance" (Bryan, 2001, p.44). They can also feel comfortable by forgetting everything and repeating words such as ‘I am calm, I am good and relaxed, I can finish my work easily, etc’. Thus, learners should use these techniques at least to be able to control their speaking anxiety.
Minimizing Fear of Making Mistakes
Minimizing fear of making mistakes is another
strategy that students should follow to reduce their oral performance anxiety.
Bassett (1985) assumes that having some fear of mistakes can be an effective
thing that can help learners to improve their performance, but exaggerated fear
causes problems. Thus, learners should know how to control their worry, because
these negative ideas about making mistakes can lower students' self-confidence.
In addition, to
overcome the fear of making mistakes, students
must understand that making mistakes is an essential step for learning, and it
is not a sign of weakness. Bassett (1985) also mentions that, "mistakes
are opportunities for growth nothing more" because they will never be able
to develop a new skill in their learning without making some mistakes. Students
have to focus more on transferring the information without being anxious. Therefore,
they must understand that making mistakes is a natural trait of human beings.
Conclusion
Communicating in a foreign language class may be
a frightening experience that provokes feelings of anxiety and worry. Many
researchers in the field of language education and psychology such as Horwitz
and Cope (1986) assert that foreign language anxiety has been almost correlated
with the oral performance of language use. The researchers tried to seek the
causes of foreign language speaking anxiety and they have shown different
reasons such as communication apprehension, test anxiety, fear of negative
evaluation, negative self-perception, lack of motivation, speaking activities,
and competitiveness. The majority of researchers agree that foreign language
speaking anxiety deters students' learning and speaking performance. Therefore,
FL anxiety can interfere with the three stages of learning: input, processing,
and output. Moreover, teachers have a vital role in diminishing the anxiety of
their learners in their foreign language classrooms through various procedures
such as: creating a relaxed classroom, establishing the teacher-student
relationship, varying speaking activities, and forming group work. In addition,
learners also can help their selves to reduce their speaking anxiety by using
some beneficial tips such as practice and preparation, use relaxation
techniques, positive self- talk, and minimizing the fear of making mistakes.
Therefore, reducing students' anxiety can enhance their speaking skills and
develop their foreign language proficiency.
The followings are some strategies provided by researchers that teachers can use to reduce students’ speaking anxiety:
Relaxed atmosphere
Many researchers like Liu (2007), Tsiplakides (2009) and others find that creating a relaxed atmosphere in foreign language classroom is an effective procedure that assist reducing learners foreign language anxiety. Liu claims in his study that the environment of learning should be supportive and non-threatening environment (133). in order to create a relaxed atmosphere teachers can use different procedures that help learners feel more comfortable. According to Tsiplakides teachers can create friendly classroom atmosphere by avoiding overcorrecting the mistakes of the students. Other researchers suggest different ways to establish this relaxed atmosphere like using games and music.
Group work
Another procedure for overcoming students’
speaking anxiety is group work. Tsui states that the collaboration of the
students in classroom is an effective way to reduce their anxiety (Allright and
Bailey,1991.27). Group work has many advantages. It can reduce students’ fear
of failure because in group works, they share their answers with each
one in the group.
Overcoming Anxiety:
- Although
a few people seem to be natural public speakers, most of us feel some
stage fright or anxiety about having to speak to a group, at least at
first. This is completely normal. We feel like everyone is staring at us
and seeing our every flaw, and we’re sure we’ll forget what we want to say
or mess up. Take comfort from knowing that almost everyone else is
dreading giving class presentations the same as you are! But you can learn
to overcome your anxiety and prepare in a way that not only safely gets
you through the experience but also leads to success in your presentation.
The following are proven strategies for overcoming anxiety when speaking
in public:
- Understand
anxiety. Since stage fright is
normal, don’t try to deny that you’re feeling anxious. A little anxiety
can help motivate you to prepare and do your best. Accept this aspect of
the process and work to overcome it. Anxiety is usually worst just before
you begin and but eases up once you’ve begun.
- Understand
that your audience actually
wants you to succeed. They’re not looking for faults or hoping you’ll
fail. Other students and your instructors are on your side, not your
enemy. They likely won’t even see your anxiety.
- Reduce
anxiety by preparing and practicing. The
next section discusses the preparation process in more detail. The more
fully you prepare and the more often you have practice, the more your
anxiety will go away.
- Focus
on what you’re saying, not how
you’re saying it. Keep in mind that you have ideas to share, and this
is what your classmates and instructors are interested in. Don’t obsess
about speaking, but focus on the content of your presentation. Think, for
example, of how easily you share your ideas with a friend or family
member, as you naturally speak your mind. The same can work with Speaking
if you focus on the ideas themselves.
- Develop
self-confidence. As you prepare, you will
make notes you can refer to during the presentation. You’re not going to
forget what you want to say. The more you practice, the more confident
you’ll become.
Handling
Speech Anxiety
How to Deal with Speaking
Anxiety
Following these tips may help you to be more
comfortable speaking in front of an audience:
Objectify Your
Concerns
Write a list of whatever concerns you have about
the presentation. Examine each concern and determine a course of action you can
take to minimize that potential problem. You’ll quickly discover that you can
take an appropriate countermeasure for just about every fear you might have
about speaking.
Know the Introduction
of the Talk
Anxiety is typically highest at the start of a
presentation. If you carefully plan the introduction of your presentation, and
you know it very well, you can confidently get through the early part of your
presentation.
Practice Your
Presentation
Each practice helps you become familiar with
what you want to say, and helps you experiment with different ways of
communicating your message. Practice aloud rather than silently, practice in
front of a “test” audience if you can, and practice the full presentation
rather than just parts of it. By the way, you can practice too much. So, stop
practicing once you discover that you’re losing enthusiasm for what you will be
saying.
Familiarize Yourself
With the Place Where You’ll Be Speaking
Try to practice the speech at least once in the
room where you’ll give it. A classroom that you’ve been in a hundred times
before may suddenly look different if you’re at the front speaking to the
class. Be sure to practice with any equipment that you’ll be using, such as an
overhead projector.
Use Your Speaking
Energy Productively
When speaking before a group, your body
experiences a number of physiological changes. You can take advantage of this
heightened sense of readiness instead of being intimidated. Allow yourself to
gesture and move around naturally as you speak. Put the excess energy to work
for you by using your voice to emphasize key ideas you want your audience to
recall.
Remember That You’ll
Appear More Confident Than You’ll Feel
Audiences do not detect the signs of nervousness
as easily as speakers think they do. If you focus on how you feel, you’ll only
exaggerate your anxiety. Focus on what you are trying to say.
Still Nervous
Consider making an appointment with your teacher.
You can talk to a consultant and video tape a practice run of your assignment.
Watching yourself on tape may help you realize that you have no reason to get
the jitters.
Practical
Tips to Overcome Speaking Anxiety
Speaking is a task that can send shivers down
the spine of even the most seasoned professionals. The fear of standing before
an audience, the anxiety of forgetting your lines, the dread of being judged -
these are feelings that many of us can relate to. But what if we told you that
this fear can be overcome? With the right strategies and a proactive approach,
you can transform your Speaking anxiety into confidence and poise.
10 Proven Tips for Overcoming Speaking Anxiety
Do you dread the thought of standing in front of
an audience and delivering a speech? You're not alone. Speaking anxiety affects
many individuals, but with the right approach and some practical tips, you can
conquer your fears and become a confident communicator. In this blog post,
we'll explore 10 proven tips to help you overcome Speaking anxiety and
develop speaking skills.
1. Start with small objectives and create an
improvement plan
Begin by setting achievable goals for yourself.
Break down the process of Speaking into smaller tasks and focus on improving
one aspect at a time. This approach will make the task seem less daunting and
help you build confidence gradually.
2. Start your outline and research early for
better information and higher confidence
Preparation is key to overcoming Speaking
anxiety. Begin by researching your topic thoroughly and creating a detailed
outline of your speech. This will give you a clear structure to follow and
ensure that you cover all the necessary points.
3. Practice and get feedback from a trusted
source
Practising your speech is crucial for building
confidence and overcoming imposter syndrome. Rehearse your presentation in
front of a trusted friend or family member, and ask for constructive feedback.
This will help you identify areas for improvement and fine-tune your delivery.
4. Visualise success through positive thinking
Visualisation can be a powerful tool for
overcoming Speaking anxiety. Imagine yourself delivering a successful
presentation, and focus on the positive aspects of the experience. This will
help you develop a more optimistic mindset and boost your self-confidence.
5. Prepare thoroughly, as practice is a
speaker's best friend
The more you practice, the more comfortable
you'll become with your material. Rehearse your speech multiple times, focusing
on your delivery, body language, and tone of voice. This will help you feel
more confident and in control when it's time to deliver your presentation.
6. Use an outline on a small card to stay on
track during the presentation
Having a clear outline of your speech can help
you stay focused and avoid losing your train of thought. Create a small card
with the main points of your presentation, and use it as a reference during
your speech. This will help you stay on track and ensure that you cover all the
necessary points.
7. Visit the place where you'll be speaking and
review available equipment before your presentation
Familiarising yourself with the venue and
equipment can help alleviate some of the anxiety associated with Speaking.
Visit the location where you'll be presenting, and familiarise yourself with
the layout, acoustics, and any equipment you'll be using. This will help you
feel more comfortable and prepared on the day of your presentation.
8. Practice in front of people whenever possible
The more experience you have speaking in front
of an audience, the more confident you'll become. Look for opportunities to
practice your Speaking skills, such as introducing yourself in meetings or
participating in networking events. This will help you become more comfortable
with the idea of speaking in front of a group and improve your communication
skills.
9. Know your material inside and out
Being well-versed in your subject matter is
essential for confident communication. Make sure you have a deep understanding
of your topic, and be prepared to answer any questions that may arise during
your presentation. This will help you feel more confident and in control when
speaking in front of an audience.
10. Keep speaking in front of groups to
gradually build confidence
Finally, remember that practice makes perfect.
The more you speak in front of groups, the more comfortable and confident
you'll become. Embrace every opportunity to practice your Speaking skills, and
you'll soon find that your fear of Speaking becomes a thing of the past.
By following these tips and focusing on building
your communication skills, you'll be well on your way to overcoming Speaking anxiety
and achieving higher levels of performance in your career. Whether you're
aiming for career advancement and promotion, conference speaking for business owners, or
simply looking to improve your networking skills, conquering your fear of Speaking
can be a significant career booster. So, take a deep breath and start your
journey towards fearless Speaking today.
Strategies
for Overcoming Speaking Anxiety
Speaking anxiety is a common issue that many
people struggle with. But the good news is that there are strategies you can
use to overcome this fear and become a more confident and effective public
speaker. In this blog post, we'll explore some personalised strategies for
overcoming Speaking anxiety.
Self-reflection and identification of personal
triggers
The first step in developing personalised
strategies for overcoming Speaking anxiety is to engage in self-reflection and
identify your personal triggers. What situations or aspects of Speaking make
you feel anxious? By identifying these triggers, you can develop strategies to
manage them effectively.
Development of personalised coping strategies
Once you've identified your personal triggers,
you can start developing personalised coping strategies. These might involve
relaxation techniques, positive affirmations, or visualisation exercises. The
key is to find strategies that work for you and that you feel comfortable using.
Practice and refinement of these strategies
After you've developed your personalised coping
strategies, it's important to practice and refine them. This might involve
rehearsing your presentation while using your coping strategies, or practicing
them in lower-stakes situations before using them in a Speaking context.
Application of these strategies in real-life Speaking
situations
Once you've practiced and refined your coping
strategies, it's time to apply them in real-life Speaking situations. Remember,
it's okay to feel nervous, and it's okay to use your coping strategies. With
practice, you'll become more comfortable with Speaking, and your coping
strategies will become more effective.
Evaluation and further refinement of strategies
Finally, after you've used your coping
strategies in a real-life Speaking situation, take some time to evaluate their
effectiveness and make any necessary refinements. This is an ongoing process,
and it's okay to make adjustments as you learn more about what works for you.
By developing personalised strategies for
overcoming Speaking anxiety, you can become a more confident and effective public speaker. So, don't let fear hold you back. Identify
your triggers, develop your coping strategies, and start your journey towards
fearless Speaking today.
Conclusion
Speaking anxiety can feel like a daunting
hurdle, but with the right strategies and a proactive approach, it's a
challenge that can be overcome. By understanding your audience, acknowledging
and addressing imposter syndrome, and developing personalised coping
strategies, you can transform your fear into confidence.
Remember, Speaking is a skill that can be honed
and improved with practice. So, don't let fear hold you back. Embrace the
opportunity to grow, to learn, and to become a more confident and effective
communicator.
If you're ready to take the next step in your
journey to fearless Speaking, don't hesitate to get in touch with Fearless. Our
team of experts is ready to provide you with the tools and training you need to
overcome your Speaking anxiety and unlock your full potential. Let's conquer
your fears together and help you become the confident comunicator you were
meant to be.
Objectives:
By the end of this module, students will be able to:
. -Identify the causes and effects of
speaking anxiety in interpreting
. Develop strategies to manage speaking anxiety in interpreting-
. Apply effective communication skills in interpreting situations-
. Demonstrate confidence and fluency in speaking during interpreting
tasks
Sub-skills:
. -Self-awareness of speaking anxiety
. Relaxation techniques-
. Positive self-talk-
. Effective communication skills-
. Active listening-
. Fluency and coherence in speaking-
Types of Speaking:
. Consecutive interpreting-
. Simultaneous interpreting-
. Sight translation-
. Whispered interpreting-
Methods:
. Lecture-discussion
. Role-playing
. Group work
. Case studies
. Reflective journaling
Teaching Aids:
. PowerPoint presentations
. Videos and audio recordings
. Handouts and worksheets
( Interpreting equipment (e.g., headphones, microphones)
Online
resources (e.g., language learning apps, YouTube videos)
Strategies:
. Deep breathing exercises-
. Visualization techniques-
. Positive affirmations-
. Preparation and rehearsal-
. Focus on the message, not the self-
. Building a support network-
. Reframing negative thoughts-
. Encouraging self-reflection and self-evaluation-
Applying Connectivism
Principles:
. -Emphasizing the importance of connections
and networks in overcoming speaking anxiety
. -Fostering a sense of community and
collaboration among students
. Encouraging students to share their experiences and strategies-
. -Providing opportunities for students to
reflect on their learning and connect with others
Teacher's Role:
. Facilitator and guide-
. Provider of feedback and support-
. Creator of a safe and encouraging learning environment-
. Model of effective communication and interpreting skills-
Student's Role:
. Active participant and learner-
. Reflective practitioner-
. Collaborator and peer supporter-
. Self-directed learner and strategist-
Evaluation and Feedback:
. -Quizzes and assessments to evaluate
knowledge and u-nderstanding
. Role-playing and interpreting tasks to evaluate speaking skills-
. -Reflective journals and self-assessment to
evaluate personal growth and progress
. -Peer feedback and evaluation to encourage
collaboration and improvement
. -Teacher feedback and guidance to provide
support and direction
Assessment Criteria:
. -Knowledge and understanding of speaking
anxiety and its effects
. Ability to apply strategies to overcome speaking anxiety-
. Effective communication and interpreting skills-
. Confidence and fluency in speaking-
- Reflective practice and self-awareness
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