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Re: Unit 2: Task 2 - Quantitative Research

de ALEXANDRA MAGALY DIAZ - jueves, 11 de octubre de 2018, 10:28

Hello Liliana

The theme you took into account in this opportunity is a highhanded fact, since language anxiety influences in students’ development, thus, it is a focus item for teachers’ performance at the hour to implement the activities inside the classroom and of course at the hour to plan the class, too. Since, Bandura (1997) argues:

There is a correlation between FLA levels and self-efficacy beliefs. Learners with lower levels of self-efficacy tend to experience higher levels of anxiety because they underestimate their ability to learn a foreign language. His claim was supported by several empirical studies.

Then I through over information about the topic and what called my attention as teacher and language learner too, was Dixson (1991) statement:

Anxious students had difficulty to comprehend the content of the target language. Zhai (2015) stated significant negative correlation between FLA and listening comprehension and put forward some useful suggestions to enhance listening proficiency of foreign language learners: (a) Students should build confidence of improving listening proficiency. They should face listening anxiety bravely and understand that listening anxiety is a common psychological phenomenon. It is normal to feel anxious in the process of listening. (b) Students should learn to use listening strategies properly to enhance listening proficiency. Besides, students should learn to adjust their states of mind and keep high spirits to overcome every difficulty. What’s more important, students should establish realistic goals and raise their tolerance of ambiguity. While listening, they should try to grasp the general idea not to understand every word.

And Young (1990) also offered some advice for teachers to decrease FLA of their students:

1. Using an anxiety graph to pinpoint the highest level of anxiety of a given interaction.  2. Providing supplemental instruction or a support group.  3. Using more pair and group work.  4. Playing language games with an emphasis on problem-solving.  5. Using role-playing.

So, this is a necessary topic to  analysein order to identify useful terms to manage in a class development and in the both performances  as a teaher and as students.

Go ahead...

Good job.

Thak you

Alexandra Díaz

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Good afternoon classmate Milton

Theoretical Perspective

For my concept is a theoretical perspective is very important because there is a greater social awareness, so you have to start taking measures so that some students do not exercise violence on their own colleagues, or even against their teachers.

The most important measure would be prevention, but also to make people aware that it is not a shame they have to hide, but that they should "denounce" it to their parents, teachers, etc., since, if this type of Situations are hidden, they can cause serious psychological problems and social relations in the future life of the assaulted, so support for those affected is essential.

In the same way I think that it falls short of the variables you select because it does not take into account that as a dependent variable it would also be necessary to maintain contact with the victim, the aggressor, the family, and teachers, in order to have a better knowledge of the subject and be able to make a more appropriate intervention.

Regards

Nazly

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The theory that I will use is Language anxiety as a specific aspect of language acquisition. It was developed by Horwitz, Horwitz, and Cope (1986), and it was used to study Level of language anxiety as a specific aspect of language acquisition with respect to age and year in the specific program. This theory indicates that it is the oral production and hearing activities that arouse greater anxiety, in fact many students to avoid talking sit in the last row or even come to miss the foreign language class. E. K. Horwitz, M. Horwitz And J. A. Cope point out that specific anxiety in a foreign language is mainly composed of three elements: 1st The fear of communicating in a language other than the mother tongue, of which limited knowledge is possessed; 2nd Fear of failing exams; and 3rd Fear of a negative evaluation. Research on the influence of an affective variable, such as anxiety, on the learning of a foreign language began to emerge in the seventies, emphasizing among others the one by K. Chastain (1975). These investigations were developed throughout the eighties with the appearance of the concept "Foreign Language Anxiety" according to E. K. Horwitz, M. Horwitz and J. A. Cope (1986), acquiring its greatest diffusion in the nineties. Therefore, there are already more than three decades of research on the influence of affective factors in the learning process of a foreign language. As applied to my topic, this theory holds that I would expect my independent variables: Age and year in the specific program to influence or explain the dependent variables Level of language anxiety because will determine how Anxiety is one form of emotional problem that could highly affect the academic performance of EFL Learners.

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MILTON WILLIAM BASTIDAS - domingo, 14 de octubre de 2018, 21:56

hi
dear classmate Liliana

In the presentation of its theoretical perspective we can not forget about its topic of anxiety these authors as
The study carried out by Cheng, Horwitz and Schallert (1999) investigated the connection between anxiety in the language class and anxiety in the writing of texts in the classroom as well as their correlations with oral expression and the quality of written production in the second language.
In this same direction is the investigation of Tóth (2008) with Hungarian students, since it identifies, after an analysis of main components with Oblimin rotation, three factors: apprehension towards communication, fear towards negative evaluation and attitude towards the class of foreign language.
thank you for your contribution to the forum

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The theory I will use is harassment or violence in the classroom called bullying theories that attach importance to the environment as an element that affects violence (Bandura (1976) and Bronfenbrenner (1979) according to the authors violence would be a social mode of behavior obstructed Elias (1993) and Neiburg (1999) conceptualize violence as the use of physical, verbal and / or symbolic force in the regulation of social relations and involves a behavior that involves the use of repressive means to harm others and satisfy the interests of the own individual Ovejero (1988).

Anderson and Bushman (2002) classify violence according to two dimensions; depending on the behavioral dimension (direct to harm) they call it hostile, and based on their intentionality (instrument to achieve something) they typify it as intentional. As it applies to my subject, this theory holds that my independent variables would be: the child's psychological abuse in the classroom or the institution and the dependent variables: as the student's academic performance. Little, Henrich; Jones and Hawley (2003) classify the forms of direct or overt and indirect or relational violence. Direct violence involves confrontational behavior towards others with the intention of causing harm. Indirect violence does not imply that direct confrontation, but it would be those acts aimed at producing harm in the student's circle of friendships or in their perception of belonging to a group.

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Good Afternoon classmate Alexandra

THEORETICAL PERSPECTIVE

This theory is fundamental to define coexistence in the classroom, since it allows us to guide actions, initiatives and programs that promote and promote the understanding and development of an inclusive, participative, supportive, tolerant, peaceful and respectful school coexistence in an of gender equity and with a rights approach, therefore the variables are viable and include a formative approach.

Regards

Nazly

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The teacher is a technician who must learn from the theory and must develop activities appropriate their practical intervention, relying on the knowledge developed by the specialists. To do this, it is endowed with precise communicative competencies from a training where human beings emphasize the means to achieve the goals and not the discussion of the ends of the educational process.

Accordingly, the theory I will use is "The one related to teacher education under production training" was developed by Herbet Kliebard (1972) and was used to study a vision of teaching understood as applied science and the teacher as executor of laws or principles of the educational process. This theory indicates that it has existed in one form or another throughout this century with the application of competency-based development leading learning has elements of investigative support with detail and critical analysis of the formation of this human talent. If I apply my subject, this theory would expect my independent variables to be the confidence level, the population be attended, heterogeneity and duration of learning, which in turn influence or explain dependent variables such as level of frustration, work performance, motivation, teamwork, quality of education because the objective focuses on how to achieve appropriate changes on teachers as people and not so much in the use of a series of defined behaviors and knowledge.

Education production is associated with psychological maturity, where teachers are encouraged to find ways to function better (Zeichner, 1983). The teacher's training is directed towards the autonomous development of a process of internal transformation that does not intend to show how to teach because, according to (Marcelo, 1989), teacher training is oriented towards a personal discovery. That from this situation it is essential to consider the necessary link between theory and practice in the process of teacher training so that in the different areas of teaching and learning, the coherence between the scientific foundation required by the institutional pedagogical model is evidenced and its materialization in learning conditions.

Quality education is oriented to the training of integral professionals, which refers not only to the learning of specific skills but to the development of personal qualities and values, to the professional, social and cultural identity of the particular context, inserted in the world reality.

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The theory that I will use is the classroom behavior. It was developed by Juan Vaello Orts, and it was used to study the living together in the classroom (coexistence) and motivation in the classroom. This theory indicates suggestions designed to intervene directly in the classroom, from a culture of finding solutions away from complaints and laments and taking into account that all of them are part of a global vision of education, and not unrelated recipes (Vaello. J, 2003). As applied to my topic, this theory holds that I would expect my independent variable(s):  Cultural context, age, gender, self-esteem, beliefs, feelings, age, gender   to influence or explain the dependent variable(s): discipline, behavior, interest and attention because this issue need more than motivation to determine how cultural context influences on the students behaviors and in the interest to be happy together, share and learn in order to develop appropriate classroom teaching and learning activities and ways to demonstrate positive attitudes. Then, the proposed strategies are intended to be effective, simple and easy to apply and formative, as they are designed for direct action in the classroom and aimed especially at those who face daily class

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Mohammed, J. (2017).Anxiety in English Language Learning: A Case Study of English Language Learners in Saudi Arabia. Retrovied of: https://files.eric.ed.gov/fulltext/EJ1144344.pdf

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Bandura, A (1976). Theories of social learning Madrid: Espasa Calpe.

Bronfenbrenner (1979) The Ecology of Human Development. Madrid: Paidos.

Elías (1993) The process of civilization Socio-genetic and psychogenetic research.

Buenos Aires: fund of culture and economy.

Ovejero (1988) A. Smith P.K: School bullying and its prevention international perspectives
Madrid new library.

Little, Henrich; jones and Hawley (2003) disentangling the whys from the whats of aggressive behavior international. Journal of Behavioral development 27, 122-133.

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Gorodokin, Ida Catalina (2005): "La formación docente y su relación con la epistemología", Revista Iberoamericana de Educación, vol. 5, N° 37, <http://rieoei.org/deloslectores/1164Gorodokin.pdf

Marcelo C. (1989) “Introduccion a la formación del profesorado”. Teoría y Método. EUS Sevilla.

Kliebard H. (1972): “Metaphorical roots of curriculum design” Teachers collage record 73 403 – 404.

Kliebard H. (1973): “The question in the teacher education” En D: McCarty (Ed), New perspectives on teacher education. Jossey- Bass, San Francisco.

Zeichner K. (1983) “Alternative paradigms of teacher education” Journal of Teacher Education, 34 3-9.

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Creswell, J. (2014). The Three Approaches to Research. In Research design: qualitative, quantitative, and mixed methods approaches (4th ed., pp. 32-33) [Audio post]. California: SAGE Publications, Inc. Retrieved from https://drive.google.com/file/d/1EmjqLTvSYee7PRySy2hZDRsIxaKDS3Ob/view?usp=sharing

Smith, T. (2013). Qualitative and quantitative research. Research Starters, 1-7. Retrieved from http://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ers&AN=89164394&lang=es&site=eds-live
(PDF) Foreign Language Anxiety. Available from: https://www.researchgate.net/publication/318035190_Foreign_Language_Anxiety