JoLIE 9:3/2016

Back to issue page

SPEAK WITHOUT FEAR: USING DEBATE AS A TEACHING STRATEGY TO MINIMISE ADULT STUDENTS’ ANXIETY IN THE LANGUAGE CLASSROOM

Ana Maria Hopârtean

Babeș- Bolyai University, Cluj-Napoca, Romania

Abstract

Anxiety is a very common factor that impedes foreign language learning. It affects students of all levels and ages, but mainly adult learners. Speaking tasks are most feared because students feel most exposed and judged while speaking.

This paper argues that using debate in the language classroom helps students benefit most from speaking activities while minimising anxiety. The first claim of the present paper is that adults are a special category of learners because they learn and interact differently. Adults perceive themselves as intelligent, socially skilled individuals, able to adapt to different sociocultural contexts. However, in a foreign language adults tend to feel that their own self image as a competent communicator is challenged due to the complex cognitive operations needed in order to communicate. The second claim of this paper is that adults feel anxiety because their image as competent communicators is undermined when speaking in a foreign language. Anxiety is an affective filter that prevents students from achieving their potential in a foreign language as anxious students are more likely to withdraw from classroom activities. The third claim is that teaching debate can help students overcome their anxiety by making them focus on content rather than on form when doing speaking activities in a foreign language. Academic debate is presented as a complex format which students can use as a tool for authentic speaking activities. Some of the key features of this format is that there are two teams of speakers that argue on a given topic, the speakers have a limited time to prepare and speak, and there is usually a judge who decides which team won the debate.

The ramifications of using this type of speaking activity in the language classroom are numerous, but the main implication that this paper analyses is the extent to which debate helps reduce speaking anxiety in the language learning classroom.

Key words: Language learning; Speaking activity; Adult students; Anxiety; Debate.

References

Aida, Y. (1994). Examination of Horowitz, Horowitz, and Cope’s construct of foreign language anxiety: The case of students of Japanese. The Modern Language Journal, 78(2), 155-168. DOI: https://doi.org/10.1111/j.1540-4781.1994.tb02026.x

Allwright, D., & Bailey, K. M. (1991). Focus on the language classroom. Cambridge: Cambridge University Press.

Andrade, M., & Williams, K. (2009). Foreign language learning anxiety in Japanese EFL university classes: physical, emotional, expressive, and verbal reactions. Sophia Junior College Faculty Journal, 29, 1-24.

Bailey, K. M. (1983). Competitiveness and anxiety in adult second language learning: Looking at and through the diary studies. In H.W. Seliger, & M.H. Long (Eds.), Classroom oriented research in second language acquisition (pp. 67-103). MA: Newbury House.

Bailey, P. (1999). Foreign language anxiety and learning style. Foreign Language Annals, 32(1), 63- 76.

Becirović, S. & Akbarov, A. (2015). Impact of social changes on teacher’s role and responsibilities in the educational system. Journal of Linguistic and Intercultural Education – JoLIE, 8, 21-34. DOI: https://doi.org/10.29302/jolie.2015.8.2

Brown, H.D. (1973). Affective variables in second language acquisition. Language Learning, 23, 231-244. DOI: https://doi.org/10.1111/j.1467-1770.1973.tb00658.x

Bygate, M., Skehan, P., & Swain, M. (Eds.) (2001). Researching pedagogic tasks, second langauge learning, teaching and testing. Harlow: Longman.

Campbell, C.M., & Ortiz, J. (1991). Helping students overcome foreign language anxiety: a foreign language anxiety workshop. In E.K. Horwitz, & D. J. Young (Eds.), Language anxiety: from theory and research to classroom implications (pp.153-168). Englewood Cliffs, NJ: Prentice-Hall.

Candlin, C. (1987). Towards task-based language learning. In C. Candlin, & D. Murphy (Eds.), Language learning tasks (pp. 5-22). Englewood Cliffs, N.J.: Prentice Hall.

Chastain, K. (1975). Affective and ability factors in second language acquisition. Language Learning, 25(1), 153-161. DOI: https://doi.org/10.1111/j.1467-1770.1975.tb00115.x

Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.

Foster, P., & Skehan, P. (1996). The influence of planning and task type on second language performance. Studies in Second Language Acquisition, 18, 299- 323.

Gardner, R.C., Smythe, P. C., Clement, R., & Glicksman, L. (1976). Second language learning; a social-psychological perspective. Canadian Modern Language Journal, 32, 198-213.

Gardner, R.C., & MacIntyre, P.D. (1993). On the measurement of affective variables in second language learning. Language Learning, 43, 157-194. https://doi.org/10.1111/j.1467-1770.1992.tb00714.x

Horwitz, E.K., Horwitz, M.B., & Cope, J.A. (1986). Foreign language classroom anxiety. Modern Language Journal, 70, 125-132. DOI: https://doi.org/10.1111/j.1540-4781.1986.tb05256.x

Horwitz, E.K., & Young, D. (1991). Language anxiety: From theory and research to classroom implications. Englewood Cliffs, NJ: Prentice Hall.

Kleinmann, H. (1977). Avoidance behavior in adult second language learning. Language Learning, 27, 93-107.

Knowles, M. (1990). Adult learners: a neglected species. London: Kogan Page.

Krashen, S. (1985). The input hypothesis. London: Longman.

Lee, J. (2000). Tasks and communicating in language classrooms. Boston: McGraw-Hill.

Long, M. (1989). Task, group, and task-group interaction. University of Hawaii Working Papers in English as a Second Language, 8(2), 1-26.

Lucas, J. (1984). Communication apprehension in the ESL classroom: Getting our students to talk. Foreign Language Annals, 17(6), 593-98.

Maclntyre, P.D., & Gardner, R.C. (1989). Anxiety and second language learning: toward a theoretical clarification. Language Learning 39, 251- 275. DOI: https://doi.org/10.1111/j.1467-1770.1989.tb00423.x

MacIntyre, P., & Gardner, R.C. (1991). Investigating language class anxiety using the focused essay technique. The Modern Language Journal, 75, 296-304. DOI: https://doi.org/10.1111/j.1540-4781.1991.tb05358.x

MacIntyre, P.D., Noels, K. A., & Clement, R. (1997). Biases in self-ratings of second language proficiency: the role of language anxiety. Language Learning, 47, 265-287. DOI: https://doi.org/10.1111/0023-8333.81997008

Majid, F.A, Sharil, H., Luaran, J.E., & Nadzri, F.A., (2012). A Study on the on-line language learning anxiety among adult learners. International Journal of e-Education, e-Business, e-Management and e-Learning, 2(3), 187-192.

Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press.

Popescu, T. (2013). Pre-service EFL teacher trainees’ perceptions on developing pupils’ creativity. Procedia Social and Behavioral Sciences, 76, 700-705. DOI: https://doi.org/10.1016/j.sbspro.2013.04.190

Popescu, T. (2012). English language teacher trainees’ perceptions of “good” English language teachers’ characteristics. Annales Universitatis Apulensis. Series Philologica, 13(2), 549-557.

Riche, R. (1992). Designing instructions for the adult learners: systemic training theory and practice. London: Kogan Page.

Rogers, A. (2002). Teaching adults. London: Oxford University Press.

Rubenzer, R.L. (1988). Stress management for the learned disabled: ERIC clearhouse on handicapped and gifted children. Retrieved from: http://www.Idonline.org/ld_indepth/self_esteem/eric_stress.html

Scovel, T. (1978). The effect of affect on foreign language learning: A review of the anxiety research. Language Learning, 28(1), 129-142. DOI: https://doi.org/10.1111/j.1467-1770.1978.tb00309.x

Skehan, P. (1989). Individual differences in second language learning. London, New York, Sydney, Auckland: Edward Arnold.

Skehan, P. (1996.) A framework for the implementation of task-based instruction. Applied Linguistics, 17, 38- 62.

Skehan, P. (2003). A cognitive approach to language learning. Oxford: Oxford University Press.

Swain, M. (1985). Communicative competence: some roles of comprehensible input and output in its development. In S. Gass, & C. Madden (Eds.), Input in second language acquisition (pp. 235- 253). New York: Newbury House.

Trylong, V.L. (1978). Aptitude, attitudes, and anxiety: a study of their relationships to achievement in the foreign language classroom (Unpublished doctoral dissertation). West Lafayette, IN: Purdue University.

VanPatten, B. (1990). Attending to form and content in the input. Studies in Second Language Acquisition, 12, 287- 301. DOI: https://doi.org/10.1017/S0272263100009177

Willis, J. (1996). A framework for task-based learning. London: Longman.

Wong, W. (2001). Modality and attention to meaning and form in the input. Studies in Second Language Acquisition, 23, 345- 368. DOI: https://doi.org/10.1017/S0272263101003023

Yi-Wen, H. (2014). Self and language anxiety. English Language and Literature Studies, 4(2), 203-240.

How to cite this article: Hopârtean, A.M. (2016). Speak without fear: using debate as a teaching strategy to minimise adult students’ anxiety in the language classroom. Journal of Linguistic and Intercultural Education – JoLIE, 9(3), 59-70. DOI: https://doi.org/10.29302/jolie.2016.9.3.4

For details on subscription, go to: http://jolie.uab.ro/index.php?pagina=-&id=19&l=en