![]() At the end, it was found out that, the socio-affective strategies are effective in promoting oral communication among second language learners. Teaching of Socio-Affective Language Learning Strategies to Beginner EFL Students Fandio. and examples that make me easier to speak. Socio-affective strategies relates to socially The Sample. Furthermore, the interview indicated that, the training was enjoyable, beneficial in general, and useful in diagnosing the feeling of language anxiety. socio-affective strategies in the learning process, socio-affective strategies in their. Based on the results of the interview, the students mostly liked the activity Give and Receive Compliments, which aims to teach the " interpersonal relationship " competence of EI and the social strategy of " cooperating with others ". Data from the sample of 97 male and 63 female learners in a. There were only two affective strategies observed to have increased in their uses: " rewarding yourself " and " lowering your anxiety ". affective strategy with the language performance of undergraduate students in ESL classroom. However, the students' attitudes on the socio-affective strategies did not differ much after the training. The results from the pre-and post-questionnaires indicated that there was a decrease in the students' overall anxiety levels. After the session,the researcher have interviewed six students to gather qualitative data about the students' attitudes towards the strategy/skill used. Students were administered both the " Foreign Language Classroom Anxiety Scale " and the " Socio-Affective Strategy Inventory of Language Learning ", which served as pre-and post-questionnaires. The students undergo a five-week session based on the socio-affective strategies suggested by Oxford (1990) and the skills in Baron's (2000) Emotional Intelligence model in their speaking skills lessons. The participants are the 20 grade 11 students in Childlink High School. ![]() ![]() The study aims to determine the efficiency of socio-affective strategies on students' language anxiety in oral activities. Wlodkowski (1985) points to the importance of setting an emotional climate conducive to social relationships as a strategy to increase learning.
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