STUDY OF THE EFFECTS THAT GENERATE THE

BARRIERS OF FEAR IN 6TH GRADERS AT JOSÉ

CUBERO MUÑOZ PRIMARY SCHOOL

UNIVERSIDAD MAGISTER

MAYRA DURÁN MURILLOGLENDA OROZCO PORTUGUÉZ

2015

What are the effects that generate the barriers of fear which

interfere in the English learning process of sixth graders at

José Cubero Muñoz Public Primary School?

PROBLEM STATEMENT

To analyze the effects that generate the barriers of fear

which interfere in the English learning process of 6th

graders at José Cubero Muñoz Public Primary School in

order to propose strategies that facilitate their speaking

performance.

GENERAL OBJECTIVE

To identify the effects that generate the barriers of

fear in the speaking English performance in the

students at the José Cubero Muñoz School.

To identify the impact of the barrier of fear in the

learning of English as a Second Language

acquisition.

SPECIFIC OBJECTIVES

To study the relationship between the

communication process and the barrier of fear

which interfere in the English learning process.

To propose strategies to reduce the barriers of

fear that are present in their speaking

performance of the students.

Barrier of fear that exists in the students

Impact of the barrier of fear

Learning of English as a second language acquisition

Relationship between the communicative process and

the barrier of fear

VARIABLES

.

JUSTIFICATION Purpose of this investigation.

To identify the effects of fear in students.

To improve their oral communication.

To help teachers to improve the quality of teaching

BACKGROUNDNowdays English has been an important aspect to succeed in many areas.

Sometimes the communication can be affected.

In Costa Rica there is not many studies about this topic.

This study reports the analysis at School.

JOSÉ CUBERO MUÑOZ SCHOOL

LocationPopulationTeachers

MEANING OF FEARS

“Psychological barriers are mind-associated problems that

keep you from reaching a solution, obtaining a goal,

establishing positive relationships or taking a step toward

finding an adequate performance in the oral expression”.

According to The United States National Institute of Mental Health (2012).

Claims 74% of the adult population surveyed in North America suffer from speech anxiety. And Andrew Lloyde, author of Stage Fright Unlocked a successful public teaching program, quotes the top 5 fears of human beings around the world and the number one is Public Speaking.

Shyness

Anxiety

Nervous

Frustration

EFFECTS THAT

GENERATE THE

BARRIER OF FEARS

FEAR OF MOCKING - FEEL UNCOMFORTABLE

SHAME

SPEAKING PROBLEMS - LOW SELF-ESTEEM

SUBJECTS SOURCES INSTRUMENTS

6TH grader students at

José Cubero Muñoz

Primary School

Books-magazines Observations

Internet Interviews

Thesis References Questionnaires

METHODOLOGY

40%

60%

0% 0%

Do not understand

It is difficult

Feel fear

Afraid of mocking

GRAPH N°2 REASONS STUDENTS DO NOT LIKE TO SPEAK ENGLISH

BARRIER OF FEAR THAT EXITS IN THE STUDENTS

GRAPH N°6 NEGATIVE REASONS TO PARTICIPATE IN CLASS

24%

28%

48%Fear

I do not understand what I say

N/A

THE IMPACT OF THE BARRIER OF FEAR

GRAPH N°13 NEGATIVE FEELINGS FOR ENGLISH SPEAKING

10%5%

14%

71%

Nervous

Mispronuntation

Shame

N/A

GRAPH N°16 REASONS FOR ORAL PRESENTATION FEARS

LEARNING OF ENGLISH AS A SECOND LANGUAGE ACQUISITION

GRAPH N°7 PROBLEMS TO LEARN ENGLISH

RELATIONSHIP BETWEEN COMMUNICATION PROCESS AND BARRIER OF FEAR

GRAPH N°8 UNDERSTANDING INSTRUCTIONS IN ENGLISH

GRAPH Nº9 NEGATIVE REASONS TO MISUNDERSTANDING INSTRUCTIONS IN ENGLISH

50%

9%

5%

36% Because I do notunderstand English

Lack of vocabulary

Shouts andmaltreatment

N/A

GRAPH N°18 NEGATIVE EFFECTS OF THE BAD

RELATIONSHIP WITH THE TEACHER

Conclusion

Effects of fear (misunderstanding, mispronunciation, shame, nervous,

frustration).

Recommendation

Teachers must apply strategies to increase motivation.

Teachers must promote an adequate class environment.

BARRIER OF FEAR THAT EXISTS IN THE STUDENTS

CONCLUSIONS AND RECOMENDATIONS

Conclusion

The impact is reflected when they need to speak.

- Lack of vocabulary.

- Misunderstanding the instructions given to them.

- The teacher does not repeat the instructions, or do so inappropriately.

- The teacher uses an incorrect methodology.

Recommendation

To keep updating methodologies and strategies used in class.

Take into consideration each student’s learning style.

IMPACT THE BARRIER OF FEAR

Conclusion

The teacher gives some commands in English but speaks Spanish most

of the time as well as students.

Recommendation

Teachers should make use of the basic natural language (gestures,

intonation, facial expressions, etc).

To offer workshops and training for teachers

LEARNING OF ENGLISH AS A SECOND LANGUAGE ACQUISITION

Conclusion

The majority of the students do not understand the instruction.

Type of evaluation only uses memorizing techniques.

Students feel uncomfortable and insecure to make an oral presentation

because of the wrong methodology.

Recommendation

Teachers must provide an environment where the only means of

communication it will be in English language.

To use an appropriate teaching process.

RELATIONSHIP BETWEEN THE COMMUNICATIVE PROCESS AND THE BARRIER OF FEAR

COST OF THE STUDY

DESCRIPTOR

COST PER UNIT

(COLONS)

QUANTITY TOTAL COST (COLONS)

TOTAL COST (DOLLARS)

Professional hours(*)

12.546 320 4.014.720

7.527.08

Printing 30 (b/w)

200 (color)

150

25

4.500

5.000

8.45

9.39

Travel Expenses

600 (liter of gas)

384 230.400 433.08

Total 4.254.620 7.978

Source: Durán, Mayra and Orozco, Glenda 2014 (*) = Colypro,2014 Note: exchange note from BCCR, December 2014 at 545/dollar

PROPOSAL OF STRATEGIES TO REDUCE THEEFFECTS OF THE BARRIER OF FEAR THAT ARE

PRESENTED IN THE SPEAKING PERFORMANCE OF THE STUDENTS

GENERAL OBJECTIVE

To propose strategies to reduce the effects of the barrier of

fear that are presented in the speaking performance of the

students in order to improve their oral communication.

To generate spaces where teachers can be trained and feedback between

themselves.

To improve teachers pedagogical actions for the development of oral skills in

the students.

To innovate strategies where students low their fears and increase their oral

performance.

To propose reinforcement activities in the classroom where the students use

only English.

SPECIFIC OBJECTIVES

STRATEGY Nº 1Generating spaces where teachers can be trained and feedback between themselves

TRAINING PROGRAMS ONLINE

SEMINARS

TEACHER FEEDBACK

STRATEGY Nº 2Improving teachers pedagogical actions for the development of oral skills in the students

WORKSHOPS

USING MOTIVATION AN ENGLISH EVALUATION

STRATEGY Nº 3

Innovating strategies where students low their fears and increase their oral performance

CREATING AN ENGLISH DAY

CRAZY STORY

THINK-PAIR-SHARE

WORDS BEGINNING WITH A GIVEN LETTER

USE BLOGS

ROLE-PLAY

CHARADES

SING SONGS

PROMOTING COOPERATIVE LEARNING

PROMOTE AMBIGUITY TOLERANCE

STRATEGY Nº 4

Proposing reinforcement activities in the classroom where the students use only English

SOCIAL IMPACT

ACADEMIC IMPACT

INSTITUTIONAL IMPACT

IMPACT OF THE PROPOSAL

INNNOVATIVE AND UNIQUE VALUE OF THE PROPOSAL

The use of the English language in a consistent manner.

The use of innovative strategies, the continued professional growth of teachers.

The improvement of the English language

No studies were found related to the barriers of fear

OTHER RESEARCHES DERIVED FROM THIS STUDY

1- “How to handle the fear in the Classroom”.

2- “The Fear is Innate or Learned”.

3- “Study the barriers of fear according to

age”

QUESTIONS AND COMMENTS