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| dc.contributor.author | MEHARI, MELESE | |
| dc.date.accessioned | 2017-08-23T05:06:16Z | |
| dc.date.available | 2017-08-23T05:06:16Z | |
| dc.date.issued | 2017-08-23 | |
| dc.identifier.uri | http://hdl.handle.net/123456789/7791 | |
| dc.description | TI-IESIS Submitted in partial fulfillment of the requirements for the degree of master of education in TEFL | en_US |
| dc.description.abstract | his study was designed to investigate the pattern of' turn taking in EFL classroom and its impact on students' foreign language anxiety. To this end a qualitative and quantitative research methods were employed. From a section in which 60 voluntary grade eleven tutor auendants of different sections were found, only 20 were selected randomly for the study. Two groups having seven members each and one group having six members were formed. In order to have clear information about the distribution and pattern of turns, video and audio recordings were used as a main instrument and the recordings were transcribed for easier understanding The gathered data was analyzed using All wright's (1988) model. In addition to the video and audio recordings, a self reporting questionnaire i.e. foreign language classroom anxiety scale (FLCAS), developed by Horwetz, Horwitz and Cope (1986), was adapted and administered to compute the degree of those foreign language anxiety provokingfactors. The results showed that the sum totals of 520 turns were taken under 'turn getting' categories. Under the category of turn giving a total of 51 ~ turns ~were also made. From those 520 turns, 59 turn were taken in the way which could provoke anxiety on EFL learners. 40 turns through make 6 and 19 turns through steal. Similarly, out of 512 turns,202 turns were made through personal solicit. From the distribution ofturns andfrom students' response of the interview, it was confirmed that the patterns of turn taking used during their discussion were more anxiety provoking In addition to this, the presence ofsuch condition confirmed that both the language teacher and the students had limited skill of' turn taking. The expected mean found from students' questionnaire was 1II.5.And 95% of the respondents confirmed as they were more anxious in EFL class room by showing observed mean score which exceeds from the expected mean. From the comparison of those 4 anxiety provoking [actors/communication apprehension, fear of negative evaluation, general feeling of' anxiety and pattern of turn taking), patterns of' turn taking became the second next to fear of negative evaluation. (by having the mean· value of 68 and 68. 3 respectively). The study made recommendations aimed at improving the skill of turn taking and reducing classroom English language anxiety. | en_US |
| dc.subject | TEFL | en_US |
| dc.title | PATTERN OF TURN TAKING IN EFL CLASSROOM AND ITS IMPACT ON STUDENTS FOREIGN LANGUAGE ANXIETY (Grade 11 students of Haik Higher Education preparatory and secondary schoolin focus.) | en_US |
| dc.type | Thesis | en_US |
