مقاله در مورد تاثیر نگرانی آزمون شنیداری بر یادگیرندگان زبان انگلیسی ایرانی تمرکز در آزمون شنیداری

دانشگاه آزاد اسلامي
واحد علوم و تحقيقات مازندران
Islamic Azad University
Mazandaran Science and Research Branch
فرم پيشنهاد تحقيق
پايان‏نامه‌ی كارشناسي ارشد
عنوان تحقيق به فارسي:
تاثیر نگرانی آزمون شنیداری بر یادگیرندگان زبان انگلیسی ایرانی تمرکز در آزمون شنیداری
نام دانشجو: حسن دانشکده:علوم انسانی
نام خانوادگی دانشجو:بهبود تکله گروه تخصصی:زبان انگلیسی
رشته تحصيلي:آموزش زبان انگلیسی گرايش:زبان خارجی
نيمسال ورود به مقطع جاري:نیمسال دوم 91 نيمسال شروع به تحصيل :بهمن 91
نام و نام خانوادگی استاد راهنما: نام و نام خانوادگی استاد مشاور:
1- 1-
توجه: لطفاً اين فرم با مساعدت و هدايت استاد راهنما تكميل شود.
اطلاعات مربوط به دانشجو:
نام: حسن نام‏خانوادگي: بهبود تکله شماره دانشجويي:911061315
مقطع: کارشناسی ارشد رشته تحصيلي: آموزش زبان انگلیسی گروه تخصصي: زبان انگلیسی
گرایش: آموزش زبان انگلیسی نام‌دانشكده: علوم انسانی
سال ورود به مقطع جاري: 91 نيمسال ورودي: دوم
آدرس پستي محل سکونت: اردبیل شهرستان پارس آباد روستای تکله
تلفن ثابت محل سكونت: 04532775141 تلفن همراه: 09141970149 تلفن محل كار: 04532775141
پست الكترونيك: hassanbehbood67@gmail.com دورنگار:……………………………….
2- اطلاعات مربوط به استادان راهنما و مشاور:
تذكرات:
دانشجويان دوره كارشناسي ارشد می‌توانند يك استاد راهنما و حداكثر یک استاد مشاور و دانشجويان دوره دكتري حداكثر تا دو استاد راهنما و دو استاد مشاور مي‏توانند انتخاب نمايند.
در صورتي كه اساتيد راهنما و مشاور مدعو مي باشند، لازم است سوابق تحصيلي، آموزشي و پژوهشي كامل ايشان ( رزومه كامل) شامل فهرست پایان‌نامه‌های کارشناسی ارشد و رساله‏هاي دكتري دفاع شده و يا در حال انجام كه اساتيد مدعو، راهنمايي و يا مشاوره آن را بر عهده داشته‏اند، به همراه مدارك مربوطه و همچنين آخرين حكم كارگزيني (حكم هيأت علمي) ضميمه گردد.
اساتيد راهنما و مشاور موظف هستند قبل از پذيرش پروپوزال، به سقف ظرفيت پذيرش خود توجه نموده و در صورت تكميل بودن ظرفيت پذيرش، از ارسال آن به دانشكده و حوزه پژوهشي و يا در نوبت قراردادن و ايجاد وقفه در كار دانشجويان جداً پرهيز نمايند. بديهي است در صورت عدم رعايت موازين مربوطه، مسؤوليت تأخير در ارائه پروپوزال و عواقب كار، متوجه گروه تخصصي و دانشكده خواهد بود.
اطلاعات مربوط به استاد راهنما :
نام و نام خانوادگي:………………………………………………..آخرين مدرك تحصيلي :……………………………….
تخصص اصلي:……………………… رتبه دانشگاهي (مرتبه علمي): …………………… تلفن همراه: …………………………………
تلفن منزل يا محل كار:……………………………….. نام و نام خانوادگي به زبان انگليسي: …………………………………………….
نحوه همکاری با واحد علوم و تحقیقات:
تمام وقت نیمه وقت مدعو
اطلاعات مربوط به استاد مشاور :
نام و نام خانوادگي:………………………………………………..آخرين مدرك تحصيلي :………………………………………………..
تخصص اصلي:……………………… رتبه دانشگاهي (مرتبه علمي): …………………… تلفن همراه: …………………………………
تلفن منزل يا محل كار:……………………………….. نام و نام خانوادگي به زبان انگليسي: …………………………………………….
نحوه همکاری با واحد علوم و تحقیقات:
تمام وقت نیمه وقت مدعو
3- اطلاعات مربوط به پايان‏نامه:
الف- عنوان تحقیق
1- عنوان به زبان فارسی:
تاثیر نگرانی آزمون شنیداری بر یادگیرندگان زبان انگلیسی ایرانی تمرکز در آزمون شنیداری
2- عنوان به زبان انگليسي:
The influence of test anxiety on Iranian EFL learners listening performance
ب – تعداد واحد پايان‏نامه:
6 واحد
ج- بيان مسأله اساسي تحقيق به طور كلي (شامل تشريح مسأله و معرفي آن، بيان جنبه‏هاي مجهول و مبهم، بيان متغيرهاي مربوطه و منظور از تحقيق) :
The impression of the research is to investigate the relationship of anxiety with the learner’s listening comprehension, because anxiety is a normal and useful emotion when we feel under threat: it puts us on the alert and gets our body ready to cope with the danger. It saves your life if you run to make it across the road because a car is speeding too fast towards you. It involves our thoughts, body reactions, and behaviors. It does not mean you are “crazy”, it is a common psychological problem and it cannot lead, in itself, to death or mental illness. It also is a normal emotion and common experience, and it represents one of the most basic of human emotions. At one time or another, all of us are likely to be “stressed out,” worried about finances or health or the children, fearful in certain situations (such as when on a ladder or just before an operation), and concerned about what other people think. In general, anxiety serves to motivate and protect an individual from harm or unpleasant consequences.
Researches on test anxiety in EFL learning point out that the factors that influence students’ reactions to language tests are perceptions of test validity, time limit, test techniques, test format, length, testing environment and clarity of test instructions (Young, 1999). The researches show that test validity is one of significant factors that produce test anxiety. For instance, Young (1991) found that students experience anxiety if the test involves content that was not taught in class. Similarly, Horwitz and Young (1991) noted that tests in the lack of face validity led to higher anxiety and a negative attitude toward instruction. In the same way, Young (1999) investigated the effects of anxiety on ESL tests and found that high anxiety producing tests were also perceived by students as less valid. Another factor that increases test anxiety and decreases performance is time limit. For instance, in a study conducted by Young (1991) learners sometimes felt pressured to think that they had to organize their ideas in a short period of time.
In addition, motivation for examinations can help to reduce test anxiety. This can be done by encouraging students and promise of reward if they will calm down and do well in the test. However, students’ high expectation and thought of perfection may lead to test anxiety. It makes the best student who always wants to come first but sees any other positions as failure. When students are motivated to
learn, it may increase students’ anxiety, as they want to satisfy the person motivating them, they tend to have high expectation in the test; they concentrate on thinking about the consequences of not meeting the expectation.
As Cassady (2004) stated, Cognitive Test Anxiety (CTA) increased the probability of students‘ poor performance in exams. As a classical explanation, this means that irrelevant thinking and intensified feelings of worry during the testing situation interrupt learners’ conscious thinking, and make them incapable of revealing their full potential through a retrieval-blocking process (Morris et al, 1981; Sarason, 1986; Sarason, Pierce, &Sarason, 1996; Zohar, 1998). However, modern interpretations of CTA, according to Cassady (2004), give prominence to processing deficiencies that seem to gotogether with feelings of anxiety during or at different phases in the learning-testing succession (Cassady& Johnson, 2002; Covington, 1985; Schwarzer&Jerusalem, 1992). This view to CTA indicates that those learners who suffer from test anxiety, have also problems with encoding, organizing, and storing the content, that generally end in an unsatisfactory representation of the learning material on testing situations (Benjamin et al, 1981; McKeachie, 1984; Mueller, 1980; Naveh-Benjamin, 1991).
د – اهمیت و ضرورت انجام تحقيق (شامل اختلاف نظرها و خلاءهاي تحقيقاتي موجود، ميزان نياز به موضوع، فوايد احتمالي نظري و عملي آن و همچنين مواد، روش و يا فرآيند تحقيقي احتمالاً جديدي كه در اين تحقيق مورد استفاده قرار مي‏گيرد:
It is believed that test anxious students who know the information necessary for a test, but who “freeze up” during listening test taking situations, will not be able to recall knowledge required to successfully complete an examination (Sarason, 1975).Although research into foreign language anxiety is abundant, few investigations have directly focused on test anxiety, which is one component of foreign language anxiety. In Iran our learners of English have a lot of pitfalls about listening skill, which test anxiety can be considered as one of the most important factors. According to the results of a pilot study that will be done, learners in language institutes in Ardabil and other places of EFL may not reach potential competency levels due to increased anxiety before, and during testing situations. None of the earlier researches have investigated the effect of test anxiety on EFL listening classrooms and listening test performance. To put it an end, we want to investigate the effect of test anxiety on Iranian male and female EFL learners’ listening test performance
.ه- مرور ادبیات و سوابق
مربوطه (بيان مختصر پیشینه تحقيقات انجام شده در داخل و خارج کشور پيرامون موضوع تحقیق و نتايج آنها و مرور ادبیات و چارچوب نظري تحقیق):
LA can be seen in all four domains of language learning (speaking, listening, reading, and writing). However, as the literature indicated, the majority of research projects are related to oral performance (Horwitz&et al., 1986; young, 1991; Daly, 1991; Phillips, 1992).Gradually, a more detailed analysis of students’ performance in different language skills identified the existence of anxiety related to listening, writing, and reading as well as speaking. Therefore inquiries on the
effect of anxiety on different language skills began to appear in the 1990s (e.g., Saito, Horwitz, & Garza, 1999; Vogely, 1998).
Research on test anxiety has identified three models that explain the causes of test anxiety. According to the first model, identified as the learning-deficit model (Kleijn et al, 1994), the problem lies not in taking the test, but in preparing for the test. According to this model, the student with high test anxiety tends to have or use inadequate learning or study skills while she/he is in the preparation stage of exam taking (Mealey and Host, 1992). The second model is termed as the interference model (Kleijn et al, 1994). According to Sarason (1975) the problem for people in this model is that, during tests, individuals with test anxiety focus on task-irrelevant stimuli which negatively affect their performance and also the attention diverted from the task at hand can be categorized into two areas. The first type of distraction can be classified as physical distraction and includes an increase in awareness of heightened autonomic activity (e.g. sweaty palms and muscle tension). The second type of distraction includes inappropriate cognitions, such as saying to one, “others are finishing before me, I must not know the material,” or “I’m stupid, I won’t pass.” The presence of either of these two task-irrelevant cognitions will affect the quality of a student’s performance. The third model of test anxiety includes people who think they have prepared adequately for a test, but in reality, did not. These people question their abilities after the test, which creates anxiousness during the next test.
Young (1991) has claimed that language anxiety has six sources:1) personal and interpersonal anxieties; 2) learner beliefs about language learning; 3) instructor beliefs about language teaching; 4) instructor learner interactions; 5) classroom procedures; and 6) language testing. He says that to decrease language testing anxieties, instructors and language programs as a whole must develop and oversee the construction of fair tests that accurately reflect in class instruction. This suggestion is merely common sense, but it bears repeating for the many language programs that continue to ignore the sound principle.
In the past, research in the area of test anxiety,as it relates to foreign or second language learning and performance was scattered and inconclusive (Young 1991). Some of this research suggested that a relationship between anxiety and foreign or second language performance existed but other findings suggested no relationship between anxiety and performance. Within these studies, anxiety may have been negatively related to one skill and not to another or positively related to one skill and not to another (Young 1991). There are two main reasons for these inconclusive results: The anxiety measures used in the studies were not specifically designed to be used in the foreign or second language learning context. The measuring instrument used was, therefore, inharmonious with the anxiety definition and the interpretation of anxiety, for example: state anxiety, trait anxiety, test anxiety, facilitative or debilitative classroom anxiety, was not defined in accordance with the basic purposes of the research (Young 1991). Researchers did not state whether the research was designed to examine one variable (language anxiety) or a number of variables such as anxiety and its relationship to motivation, self-esteem, or introversion.
Horwitz and Young (1991) state that few achievement studies specifically examined the effect of anxiety in a foreign or second language learning context.Horwitz,
Horwitz, and Cope (1986) were the first researchers to treat foreign language anxiety as a separate and distinct phenomenon particular to the language learning context. Their theory evolved from clinical data and anecdotal evidence obtained from student focus groups and led to the development of the Foreign Language Anxiety Scale which is a self-report instrument designed to measure language anxiety levels in the classroom. Language anxiety is, however, a research area in which divergent differences of opinion can be found. Some researchers believe that anxiety is a minor inconvenience for a language student. Sparks and Ganschow (1991) argue that studying language anxiety does not add much to our understanding of language achievement as they view language anxiety as ‘an unfortunate by-product of difficulties rooted in native-language coding’. Other researchers believe that language anxiety may be the key to understanding the entire effective reaction to language learning. Campbell and Ortiz (1991) (cited in Young, 1999) state that anxiety levels in language classrooms are ‘alarming’.
MacIntyre and Gardner (1989) employed factor analysis to investigate the relationship between twenty-three different anxiety scales. They identified three clusters of anxiety: general anxiety, state anxiety, and language anxiety. The procedure used specified that there could be no correlations among the anxiety factors; therefore it is possible to separate language anxiety from other forms of anxiety. MacIntyre (1995) argues that foreign and second language anxiety is negatively correlated with language anxiety which he defines as ‘the worry and negative emotional reaction aroused when learning or using a foreign or second language’. In general, the recent literature upholds the theory of an anxiety which is not general but (is) instead specific to the language acquisition context (and) related to foreign or second language achievement (MacIntyre & Gradner, 1989).
MacIntyre (1995) states that most students do not enter a language class with language anxiety. He argues that at the earliest stages of language learning, the student encounters a number of difficulties with learning, comprehension, and grammar. If the student experiences feelings of anxiety and discomfort, state anxiety occurs. After repeated occurrences of state anxiety reinforced by negative classroom experiences, the student begins to associate feelings of anxiety with the language classroom. The student will, therefore, expect to become anxious in a language learning context and is likely to develop language anxiety. Young (1991) states that if this is true then the problem cannot lie with the students but in the fact that we, as instructors, are doing something ‘fundamentally unnatural in our methodology’.
Several researchers have attempted to discover the origins of language anxiety. Price (1991) (in Young 1999) discovered that her students felt anxious about speaking the target language in front of their peers, feared being laughed at by others, experienced difficulty understanding different accents and were very anxious about making pronunciation errors. Young (1991) offers an extensive list of the potential sources of language anxiety arising from the student, the instructor and the teaching methodology used.MacIntyre et al (1997)found evidence that students’ self-perceptions of their proficiency may be affected by language anxiety. Students with high levels of language anxiety underestimate their ability to speak, comprehend, and write in the target language. Language anxiety, therefore, affects the way in which
these students perform and the way they perceive their performance. MacIntyre and Gardner (1989) found that personality traits may indirectly influence language learning. They investigated the role of personality in the development of language-related attitudes, motivation, and language anxiety among beginning language students. They discovered that anxiety is more closely related to introversion than to nervousness. People who are shy and introverted are more likely to develop language anxiety as they are less willing to engage in the communication necessary for language learning success.
Research also suggests that feelings of language anxiety can influence the communication strategies that students use in language classes. MacIntyre (1995) found that ESL students with high levels of debilitating test anxiety attempted different types of grammatical constructions than did less anxious students. Horwitz (2001)discovered that students with high test anxiety levels used less interpretive and more concrete messages than those students who did not experience language anxiety. Students with high anxiety levels, therefore, tend to avoid attempting difficult or personal messages in the target language.Wachelka and Katz (1999) have studied test anxiety with learning disabilities (LD) and found that a cognitive-behavioral treatment using relaxation training, guided imagery, self-instructional training, and study skills training reduced test anxiety in high school and college students with LD. Similarly Cassady (2004) has tested the hypothesized negative impact of cognitive test anxiety in the test preparation, performance, and reflection phases.He found that the detrimental impact of cognitive test anxiety on measures targeting all three phases of the learning–testing cycle extends earlier research warranting a broader view of the relation of cognitive test anxiety to education and assessment.
Researches on test anxiety in EFL learning point out that the factors that influence students’ reactions to language tests are perceptions of test validity, time limit, test techniques, test format, length, testing environment and clarity of test instructions (Young, 1999). The researches show that test validity is one of significant factors that produce test anxiety. For instance, Young (1991) found that students experience anxiety if the test involves content that was not taught in class. Similarly, Horwitz and Young (1991) noted that tests in the lack of face validity led to higher anxiety and a negative attitude toward instruction. In the same way, Young (1999) investigated the effects of anxiety on ESL tests and found that high anxiety producing tests were also perceived by students as less valid. Another factor that increases test anxiety and decreases performance is time limit. For instance, in a study conducted by Young (1991) learners sometimes felt pressured to think that they had to organize their ideas in a short period of time. Inappropriate test technique is also one of the factors that provoke test anxiety as Young (1991) reported that students felt anxious when they had studied hours for a test and then they found that question types with which they had no experience. For him, they experienced anxiety with a particular test format. In addition to the anxiety producing ones mentioned above, learners’ capacity, task difficulty, the fear of getting bad grades and lack of preparation for a test are the other factors that make learners worried. Similarly, learners with high levels of anxiety have less control of attention (Sarason, 1986).
In’nami (2006) has investigated the effects of test anxiety on listening test performance and found out that test anxiety did not affect listening test performance. He concluded that among the three components of test anxiety (i.e. general test worry, test-irrelevant thinking, and emotion), none affects listening test performance. The result supported Aida’s (1994) and MacIntyre and Gardner’s (1989) findings and suggested that, in foreign language anxiety (Horwitz et al., 1986), test anxiety seemed to work differently compared with communication apprehension and fear of negative evaluation. The non-relationship between test anxiety and listening test performance was because of test takers’ English proficiency levels, strategic competence, and low-stakes nature of test results
و – جنبه جديد بودن و نوآوري در تحقيق: ( توسط استاد راهنما تکمیل و تایید گردد).
English lg learners in Iran have a lot of pitfalls about listening skills, which test anxiety we can be considered as one of the most important factors.
امضاء استاد راهنما :
ز- اهداف مشخص تحقيق (شامل اهداف آرماني، کلی، اهداف ويژه و كاربردي):
In this study researcher will investigate the effect of anxiety an Iranian male and female EFL learner listening performance
ح – در صورت داشتن هدف كاربردي، نام بهره‏وران (سازمان‏ها، صنايع و يا گروه ذينفعان) ذكر شود (به عبارت دیگر محل اجرای مطالعه موردی):
ط- سؤالات تحقیق:
RQ1: Does test anxiety have any effect on Iranian male EFL learners’ listening test performance?
RQ2: Does test anxiety have any effect on Iranian female EFL learners’ listening test performance?
RQ3: Are the mean scores of the two groups of males and two groups of females different significantly?
ی- فرضيه‏هاي تحقیق:
The hypotheses of the current study are as follows:
H01: Test anxiety does not have any effect on Iranian male EFL learners’ listening test performance.
H02: Test anxiety does not have any effect on Iranian female EFL learners’ listening test performance.
H03: The mean scores of the two groups of males and two groups of females are not different significantly.
ک- تعريف واژه‏ها و اصطلاحات فني و تخصصی (به صورت مفهومی و عملیاتی):
Test anxiety
The termtest anxiety refers tothe setof phenomenological, physiological, and behavioral responses that accompany concern about possiblenegative consequencesor failure of an exam or a similar evaluative situation (Sieber et al., 1977). Test anxiety
behavior is usually aroused when a person thinks of a test as an indicator of his or herintellectual, motivational, and social capabilities (Sarason&Sarason, 1990).Spielberger (1983), defined test anxiety as an unpleasant state characterized by feelings of tension and apprehension, worrisome thoughts and the activation of the autonomic nervous system when an individual faces evaluative achievement-demanding situations.
listening
Listening is the most fundamental language skill and plays an important role in our daily communication. Howatt and Dakin (1974) defined listening was the ability to identify and understandwhat others are saying,and involvedunderstanding a speaker’s accent or pronunciation, his grammar, and his vocabulary, and grasping his meaning. In addition, it is an important part of foreign language learning process, and it has also been defined as an active process during whichlisteners constructmeaning fromoral input(Bentley & Bacon, 1996). Listening skill developedfaster than the other threeskills and could affectreading and writing abilitiesin learning a new language (Scarcella& Oxford, 1992; Vandergrift, 1997).
listening comprehension
Listening comprehension is regarded theoretically as an active process in which individuals concentrate on selected aspects of aural input, form meaning, from passages, and associate what they hear with existing knowledge.According to Buck (2004)listening comprehension is an interactiveprocess in which the listener receives the acoustic input and then his brain engages in aprocess of understanding in which the sounds given by the speaker are understood.Buck (2004, p. 31) comments that “listening comprehension is an active process of constructing meaning, and that this is done by applying knowledge to the incoming sound”.
Anxiety
Anxiety is a normal emotion and common experience, and it represents one of the most basic of human emotions. At one time or another, all of us are likely to be “stressed out,” worried aboutfinances or health or the children, fearful in certain situations (such as when on a ladder or justbefore an operation), and concerned about what other people think. In general, anxiety serves to motivate and protect an individual from harm or unpleasant consequences.It is also one of the most prevalent emotional states that students feel in any learningsituations. One of these learning situations that causes a high level of anxiety is SecondLanguage (L2) classes. Horwitz et al., (1986, p. 128)defined Language Anxiety (LA) as “adistinct complex of self-perceptions, beliefs, feelings, and behaviors related to classroomlanguage learning arising from the uniqueness of the language learning process” .
Summary
The purpose of this chapter was to explore how the present study was connected with current notion in the field. Therefore, some main principle, which provided information to this study, should be illustrated in this section. In this concern, the earlier part was about theoretical framework. The second partreviewed statement of

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