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- Trait and State anxiety
- What do trigger anxiety in a language learner?

a) personal and interpersonal anxiety
b) learners beliefs about language
c) instructor beliefs about language teaching
d) instructors learners interactions
e) classroom procedures
f) language teaching

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What the good language learner can teach us

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What the good language learner can teach us

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Point 3: "The good language learner is often not inhibited. He is willing to appear folish if reasonable communication results. He is willing to make mistakes in order to learn and communicate.

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About Anxiety:

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Anxiety is quite possibly the affective factor that most pervasively obstructs the learning process. It is associated with negative feelings such asneasiness, frustration, self-doubt, apprehension and tension.

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1. Neurological
2. Linguistic
3. Semantic
4. Pragmatic

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Text characteristics of task input and difficulty in second language listenng commprehension. (Révesz, A; Brunfault, T, 2013)
Task-Based Listening Lessons (Vandergrift & Goh, n.y)

Foreing Language Classroom Anxiety (Flaine, K, Horwitz; Michael B, Horwitz; & Joanne, Cope, )

Anxiety in EFL listening comprehension (Fang Xu, 2011) http://www.academypublication.com/issues/past/tpls/vol01/12/06.pdf

What the good language learner can teach us, Rubin J (1975)

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(Unit 4)

1.- Language orientation: Conduct simple research on the internet about gastronomy, considering it as a past activity.

This activity may be done in pairs or individually.

(After this, students are going to hear a listening video of a lady telling her story or her gastronomy experiences)

Listening task:
Students are going to have to create an oral presentation of an interactive listening following the format of the video previosly seen. telling their previous experiences of how they face the cooking activity and how they felt doing it.

Oral presentation forum:

Post listening activities: Evaluation and Planning.

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About listening:

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https://www.youtube.com/watch?v=4Af878NgdIg

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Objective: - To recognize vocabulary of the unit, key words, and formulaic expressions, such as I wish.      -          To identify structures that describe hypothetical situations and possibilities in the future.

Listening task: Wishes. (30 minutes)

Before listening: students will see a picture and then they will try to guess what the following task is about.

http://www.ted.me/wp-content/uploads/2010/05/grant_wishes.jpg

Students will watch a video with captions, and after it, the students are given the following questionnaire)

After watching twice a video called ‘Adventure Time - The Limit (Preview)’, get in groups of five and answer the following: What did you write in your notebook while you were watching the video? What do you think about the video?

(After the first question, students will be given the final questionnaire)

Answer the following questions:
1. What is your main dream?
2. Where do you wish to travel to?
3. If you had three wishes, what would you wish for?

(Finally the students are asked to create a short play to represent their classmates' wishes)

Instructions:
1. Students must watch twice a video in silence about wishes.
2. They must take notes about what they understand about wishes and second conditional.
3. After watching the video, students must get in eight groups of five to discuss, in two minutes, what they understood and found interesting from the video.
4. Students will be given a questionnaire about their personal wishes. After five minutes, they must select the most repeated answers to later discuss them in class in between ten to fifteen minutes.
5. Finally, students must exchange their answers with the other groups so as to improvise a play of two minutes representing their classmates’ wishes.

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require learners to engage in face-to-face interactions where they often alternate between the roles of listener and speaker.
(Vandergrift & Goh, n.y)

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do not require learners to interact with a speaker.

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someone who is shy, quiet, and unable to make friends easily.

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an uncomfortable feeling of nervousness or worry about something that is happening or might happen in the future.

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* Pre listeing activity, the students have to bring materials from their homes to prepare  food, eggs , floar , sugar , lemon  etc.  they have to work in  groups of  5 students, each group have to bring one of the ingredients and they have to prepare a  short speech or presentation about their ingredient and its use. Their properties, origin and how it is often use.

* they have to see a video and take notes  .

* Post listening activity: they have to work in groups to prepare a  lemon pie according to the instructions  of the video.

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•      According to  Underwood  “ Authentic materials for listening are texts that have not been produced or scripted for the purpose of language teaching but are recordings of a natural speech taken from everyday sources where speech is produced (Underwood, 1989).

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Linguistic knowledge  ( vocabulary, syntax  and discourse knowledge). Pragmatic Knowledge
Metacognitive knowledge.

Prior knowledge.

First language listening ability.

Sound discrimination ability and

Working memory capacity.

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Essential conditions for comprehension which are :

The background knowledge and experiences.

The characteristics of the text  or listening.

The context where students are interacting .

The strategies that students are able to apply.

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According to Rost (2011) , L2 listening is a complex cognitive process that can be defined in terms of four overlapping mechanisms: neurological
linguistic
semantic
and pragmatic processing