Learning the art of management through the art of oral reading

Mier, Denise R.

doi:10.1080/03634528309378545

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Figure 1 An Anxiety Graph1

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1988

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“…The scripts are not memorized, but they are practiced well enough that students do not have to read every word from the scripts they are holding. The group preparation, evaluation, and performance lessen communication anxiety for many students, as does the fact that they are performing the works of others (Hopf, 1970;Mier, 1983;Pelias, 1984;Schmitt, 1975;Washington, 1983).…”

Section: Figure 1 An Anxiety Graphmentioning

confidence: 99%

A Relational Model for Managing Second Language Anxiety

1988

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Researchers and teachers in the fields of speech communication and second language acquisition have been concerned with the phenomenon of communication anxiety. Although the anxieties experienced by native speakers of a language differ somewhat from those experienced by nonnative speakers, we suggest that students' perceptions of their communication abilities and performances must be taken into account when dealing with the anxiety responses of both groups. This article proposes that a relational model of communication competence developed by Spitzberg and Cupach (1984) can be used as a foundation for understanding and working with students experiencing anxiety in using a second language. Specific exercises for helping students manage their perceptions of their communication are offered.

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