Project investigating the affective causes of poor oral performance the case of third year students of english, tutoriel & document PDF.

Statement of the Problem
Actually, third year students of English at Batna University show a poor oral performance and even a clear reluctance to speak in English.
Most of them avoid to share any discussion during the oral expression session. There are some students who even refuse to answer the teacher’s questions. We believe that these students do lack correct information about the discussed topics about the necessary vocabulary to produce accurate utterances. This has been clearly highlighted by previous investigations conducted by Magister candidates and teachers.
The main objective of this study is to identify some of the affective factors that inhibit the students to enhance their oral performance.
Hypothesis
Poor fluency among students stems from psychological inhibitions which are investigated as affective factors.
In foreign language classrooms, the language is the medium of the interaction between teachers and learners. Acquiring that language is, therefore, the ultimate instructional goal of second language learning. To achieve this goal and reach more effective teaching and learning situations, teachers should know how to deal not only with the differences of linguistic and cultural backgrounds of their learners, but also with their psychological trends. In this respect, teachers will be able to monitor the patterns of classroom communication and create a conducive environment to develop learners’ language capacities and enhance their oral fluency.
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THE COMPLETE PROJECT (809 Ko) (Rapport PDF)