Investigating teacher's and student's attitudes towards the effect of humour on reducing EFL student's speaking anxiety in the oral session
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Date
2016
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university of Oum El Bouaghi
Abstract
Most EFL learners suffer from the feeling of anxiety, mainly when learning the speaking skill, and the feelings of stress and apprehension have negative effects on their oral performance. Hence, teachers are struggling to find innovative ways to deal with the problem of speaking anxiety. The current study aims at investigating teachers' and students' attitudes towards the effect of the use of humor on reducing students' anxiety in the oral session. We hypothesized that both EFL teachers and students would have positive attitudes towards the use of humor to reduce students' speaking anxiety. In order to realize the aim of our study and to test the validity of our hypotheses, we have chosen to carry out a descriptive method. Twenty five (25) teachers and eighty (80) first-year LMD students in the department of english, university of Oum-El-Bouaghi, participated in this study. Two questionnaires were administered to both teachers and students during the academic year 2015-2016. The results of the present study have shown that both teachers and students regard humor as an effective pedagogical tool that has an effect on reducing students' anxiety in the oral session, and establishing an enjoyable atmosphere conducive to learning. Consequently, the results obtained have revealed that our research hypotheses are confirmed.
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Keywords
Teaching : english language : oral expression