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|Title:||Identifying the Main Affective Factors Responsible for EFL Learners' Poor Speaking Performance Case Study of Second Year (LMD) Students of English at M'sila University|
|Abstract:||EFL learners' poor speaking performance is a problem commonly found in EFL classroom. This study attempted to investigate the causes exactly the affective factors that are responsible for low speaking performance in the context. and how can students overcome those difficulties. The appropriate method used was descriptive, and the data were obtained through questionnaire administered to (100) second year students (LMD) of English department at Msila University as well as an interview to (08) teachers who have taught the same level. The findings indicate that a majority of students less fluency in speaking, since they were affected negatively by many affective factors such as lack of motivation, self-esteem, self confidence, inhibition, anxiety, and risk taking which resulted several problems for example; nothing to say, not interest in the topic, deficient vocabulary, and mother tongue use, the study also indicated some strategies used for students to overcome those difficulties such as; achievement, reduction and motivation strategies. Based on the findings, pedagogical recommendations and suggestions for teachers and students were provided. They state that teachers should create supporting environment and encourage their students to participate in classroom through different strategies such as; choosing the most interesting topic, encourage students to be risk takers which can help them to build self confident and to be more effective communicators. In other hand, the learners should practice and participate in classroom activities even they make mistakes, since they can learn from their mistakes and can develop language use. All of these based on the theoretical part which is composed on two chapters. Chapter one in which we consulted the main issue of speaking skill in EFL classroom, definition, types, its importance and examining the most efficient activities that improve their speaking. In chapter Two, we go deeper to understand the difficulties encountered by students while speaking English and their attitudes towards the psychological causes of those difficulties, moreover, learners' strategies that can overcome these. As well as the practical part which contains one chapter which covers the analysis and the results of teachers and students, in addition to, their suggestions.|
|Appears in Collections:||Faculté des Lettres et des Langues FLL|
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