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| dc.contributor.author | YEZEBNESH, ALEME | |
| dc.date.accessioned | 2017-08-23T03:25:34Z | |
| dc.date.available | 2017-08-23T03:25:34Z | |
| dc.date.issued | 2017-08-23 | |
| dc.identifier.uri | http://hdl.handle.net/123456789/7786 | |
| dc.description | Thesis Submitted in Partial Fulfilhnent of the Requirements for the Degree of Master of Education in Teaching English as a Foreign Language /TEFL | en_US |
| dc.description.abstract | This study is descriptive and correlational research which attempted to investigate the relationship between language learning strategies and language learners' anxiety with particular reference to Ataye grade eleven preparatory school students. For the sake of obtaining full information and as the number of the participants was manageable (their number is 128), comprehensive (available) sampling technique was employed to select the participants of the study. The types of instruments employed to gather data were Strategy Inventory for Language Learning (SILL), which was developed by Oxford ( 1990) and Foreign Language Classroom Anxiety Scale (FLCAS)-developed by Horwitz et al. (1986). The overall reliability of the present study on SILL was 0. 79 and that of FLCAS was 0.81. As indicated from the figure of reliability coefficient, the researcher deduced that the questionnaires were reliable. To analyze the data, SPSS 12.00 software was used. Then, the researcher used mean, standard deviation and Pearson Product Moment Correlation to analysis the data. Using these statistical analyses, it was found that Ataye grade eleven preparatory school students generally employed all six strategy categories at the high (met-cognitive strategies) and moderate level (affective, cognitive, social, memory and compensation strategies). They used meta-cognitive strategies more frequently and compensation strategies less frequently. It was also found that participants had communication apprehension, fear of negative evaluation and general language classroom anxiety. From these anxieties, communication apprehension anxiety was experienced by the participants, whereas, test anxiety was experienced least. Generally, students used meta cognitive strategies more frequently and they were anxious when communicated in front of the class (communication apprehension anxiety). The overall correlation between language learning strategies and language learners' anxiety indicated that there was insignificant negative correlation between them and there relationship was weak. The recommendations of the findings are discussed, to help students to be successful language learner, learner training is useful into regular classroom activities and teachers could give students frequent and positive feedback in the classroom. | en_US |
| dc.subject | TEFL | en_US |
| dc.title | HE RELATIONSHIP BETWEEN LANGUAGE LEARNING STRATEGIES AND LANGUAGE,LEARNERS' ANXIETIES 110 (A STUDY WITH PARTICULAR REFERENCE TO ATAYEGRADEELEVENPREPARATORY SCHOOL STUDENTS) | en_US |
| dc.type | Thesis | en_US |
