HOSPITAL STAFF NURSES’READINESS TO COMMUNICATE IN ENGLISH AS A SECOND LANGUAGE A Thesis Presented to the Faculty of the Graduate Program College of Teacher Education University of the Cordilleras In Partial Fulfillment of the Requirements for the Degree MASTER OF ARTS IN TEACHING MAJOR IN ENGLISH AS A SECOND LANGUAGE by LEAH ANGIWAN-SALAYAO
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HOSPITAL STAFF NURSES’READINESS TO COMMUNICATE IN ENGLISH AS A SECOND LANGUAGE
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HOSPITAL STAFF NURSES’READINESS TO COMMUNICATE IN
ENGLISH AS A SECOND LANGUAGE
A Thesis Presented to
the Faculty of the Graduate Program
College of Teacher Education
University of the Cordilleras
In Partial Fulfillment
of the Requirements for the Degree
MASTER OF ARTS IN TEACHING
MAJOR IN ENGLISH AS A SECOND LANGUAGE
by
LEAH ANGIWAN-SALAYAO
April 2010
APPROVAL SHEET
This thesis entitled HOSPITAL STAFF NURSES’ READINESS TO COMMUNICATE IN English AS A SECOND LANGUAGE prepared and submitted by LEAH ANGIWAN-SALAYAO in partial fulfillment for the degree of MASTER OF ARTS IN TEACHING MAJOR IN ENGLISH AS A SECOND LANGUAGE, has been examined and is recommended for acceptance and approval for oral examination.
Ms. Marianita De Guzman, Ph.D. Adviser
Thesis Committee
Ms. Teresita G. De Guzman Ms. Lani R. Valdez DOCTOR OF PHILOSOPHY MASTER OF ARTS IN TEACHING
Ms. Rosemary T. Basbas DOCTOR OF PHILOSOPHY
PANEL OF EXAMINERS
APPROVED by the Committee on Oral Examinations on _____________________ with a grade of ___________________.
Ms. Rosemary T. Basbas DOCTOR OF PHILISOPHY
Chairperson
Ms. Teresita G. De Guzman Ms. Lani R. Valdez DOCTOR OF PHILISOPHY MASTER OF ARTS IN TEACHING
ACCEPTED AND APPROVED in partial fulfillment of the requirements for the degree of MASTER OF ARTS IN TEACHING MAJOR IN ENGLISH AS A SECOND LANGUAGE.
Comprehensive Examination passed on ________________.
Ms. Miriam A. Janeo, Ph.D.Dean, College of Teacher Education
THESIS ABSTRACT
1. Title: HOSPITAL STAFF NURSES’ READINESS TO COMMUNICATE IN ENGLISH AS A SECOND LANGUAGE
a. Total No. of Pages:b. Text No. of Pages: 105
2. Researcher: SALAYAO, LEAH ANGIWAN
3. Type of Document: Thesis
4. Type of Publication: Unpublished
5. Accrediting Institution: University of the Cordilleras
6. Funding Agency:
7. Keywords: readiness to communicate, motivation, linguistic self-confidence, attitude, communicative competence 8. Abstracts:
8.1 Rationale/Background
English as an international language is used by more than a billion people as a first, second or foreign language. Consequently, the purpose of teaching English has shifted from the traditional mastery of structure to the ability to use the language for communicative purposes. Thus, the issue of whether learners would communicate in English when they had the chance and what would affect their readiness to communicate gains importance. In the Philippine context, professionals seeking employment overseas has been a trend for sometime now, particularly for those in the medical arena, such as nurses. The objective of this study is to explore whether Filipino nurses, whose goal is to work and live in an English speaking country, are ready to communicate in English by examining the different affective, socio-psychological, linguistic and communicative variables in the Willingness to Communicate model proposed by MacIntyre et.al. (1998). In facing the challenges of the future, it is envisaged that Filipino nurses need to be competent and ready to use English so that they would be capable of achieving global recognition and accreditation for excellence in their field of profession.
8.2 Summary
This study intends to determine the degree of readiness to communicate in English of hospital staff nurses and what affects their readiness.
The research study aims to answer these specific questions:
1. What are the hospital staff nurses’ perceptions of their:a. readiness to communicateb. level of motivationc. linguistic self-confidenced. attitude toward the international community e. personality
H1: Hospital staff nurses are: a. always ready to communicate in Englishb. highly motivated to learnc. have a moderate degree of linguistic
self-confidenced. have a highly positive attitude towards the
international community e. and are moderately extroverted
2. What is the level of oral communicative competence in English of the hospital staff nurses?
H2: Hospital staff nurses have “good” oral communicative competence in English.
3. What is the relationship between oral communicative competence of the nurses and the following variables?a. readiness to communicate in Englishb. level of motivationc. linguistic self-confidenced. attitude towards the international communitye. personality
H2: Oral communicative competence is significantly correlated with:a. readiness to communicate in Englishb. level of motivationc. linguistic self-confidenced. positive attitude towards the international
community
e. extrovert personality
4. What training program(s) may be developed to improve the nurses’ English language learning in the areas of readiness to communicate in English, motivation, linguistic self-confidence, attitude towards the international community and personality?
The study employed the descriptive-survey design to gather data and the correlational approach to determine the direction and degree of relationship between oral communicative competence and the variables readiness to communicate, linguistic self-confidence, motivation, attitude towards international community and personality. The group of respondents consisted of 32 hospital staff nurses employed in the main hospitals in Baguio City. Each respondent completed a set of questionnaires to determine their readiness to use English, motivation to learn English, their confidence in the language, attitude towards other peoples and cultures, and their degree of extroversion. The respondents also submitted the results of their IELTS speaking examinations to determine their communicative competence in oral English.
8.3 Findings
Based on the data gathered, the following are the major findings:
1. Hospital staff nurses were sometimes willing to communicate in English, more so with their patients in a conversation than with their colleagues and superiors in a large meeting.
2. Hospital staff nurses are moderately motivated to learn English. They feel that self-study and enhancement classes are necessary to improve in the language.
3. Nurses have a moderate degree of linguistic self-confidence. They were moderately anxious when speaking in English and they perceive themselves to be moderately competent in the language.
4. Nurses have a highly positive attitude towards the international community.
5. Hospital staff nurses are moderately extroverted.6. Nurses’ mean IELTS speaking score was 7. 23, meaning
they had “good” command of the English language.
7. There were no significant correlations between communicative competence and readiness to communicate, motivation, linguistic self-confidence, attitude towards the international community, and personality.
8. There were significant correlations between readiness to communicate and linguistic self-confidence; language anxiety and perceived competence; motivation and attitude towards the international community; and linguistic self-confidence and personality.
8.4 Conclusions
Based on the results of the study, the following can be concluded:
1. Hospital staff nurses are ready to communicate in English, preferably with their patients in an interpersonal conversation.
2. Hospital staff nurses are motivated to learn English on their own and through short structured enhancement programs.
3. Hospital staff nurses are not highly anxious when using English and they perceive themselves to be competent in speaking the language. Their anxiety increases when speaking in a large group, and their perception of their competence decreases when speaking to their superiors.
4. Hospital staff nurses have a positive attitude towards other peoples and cultures.
5. Hospital staff nurses are generally extroverted.6. Hospital staff nurses have “good” proficiency in oral
English and meet the requirements in this area for immigration and employment overseas.
7. The nurses’ readiness to speak in English, their motivation to learn, their confidence in the language, their attitude towards other people and cultures, and their being extroverted do not directly influence their competence in spoken English.
8. Hospital staff nurses’ readiness to communicate in English is affected by their confidence in the use of the language. When they have low anxiety and perceive themselves to be competent in speaking, nurses are more ready to engage in communication in English.
9. The nurses’ motivation to learn English is influenced by their attitude towards other peoples and cultures in the international realm.
10. The nurses’ perception of their English competence influences their levels of anxiety in the use of the language.
11. The nurses’ degree of extroversion affects their confidence in the use of English.
12. The proposed program to develop linguistic self-confidence in the English learner is appropriate to decrease the learners’ language anxiety and to develop readiness to use the language.
8.5 Recommendations
Based on the findings, the following are recommended:
1. Hospitals should develop and implement staff training programs to help their nurses develop the readiness to use English in presentations and meetings with their colleagues and superiors. Because these nurses are motivated to learn, the programs can be given on a regular basis to ease the nurses’ anxiety in public speaking. This will allow the nurses to grow professionally and to make them locally and globally more competitive in their field.
2. Universities and non-academic training institutions should continuously promote the enhancement of English competence in their students and professionals. This can be achieved through integrating English in all aspects of the curriculum, as well as through workshops and short programs that allow for meaningful and authentic use of English in real-life contexts.
3. English language education especially for adults, whether in the academe or otherwise, should focus on decreasing the learners’ anxiety in the use of the language through familiarization and constant use. This will in turn develop their readiness to speak in English, allowing them to initiate communication in actual situations. In addition, encouraging the use of English will help students form improved judgments of their language competence and will consequently ease their language anxiety.
4. As part of English language education, learners should be made aware of the culture in which the English language is used. Media can be utilized to bring to the
students English in its actual context. Students can watch shows and movies, after which discussion and feedback take place. Learners should also be encouraged to keep abreast of current events happening in and outside of their country. A healthy attitude towards other people and their culture will keep learners motivated to learn about them and their language.
5. Language classes should be kept small. While this is extremely difficult and unrealistic to pursue in many academic institutions, this is possible in centers that provide language enhancement workshops and programs. A smaller learning group allows for even the most reticent student to speak up. Teachers should expertly facilitate each student’s talking time so that the more talkative student does not take up all of the time, at the expense of the quieter ones.
Other recommendations in relation to the study are as follows:1. Since the study failed to establish connections between
communicative competence and readiness to communicate, motivation, linguistic confidence, attitude towards the international community, and personality, further research may be conducted to investigate the more immediate antecedents of language competence.
2. The study was conducted exclusively among a limited number of nurses, therefore, it is safe to say that the results are applicable to this particular group. Future studies can use a bigger number of participants coming from a variety of professions to allow for more generalized findings and conclusions.
3. According to the Willingness to Communicate model (MacIntyre et.al., 1998) there are both enduring and situational variables that affect one’s readiness to communicate in a foreign or second language. The current study, however, examined only the enduring variables such as confidence and personality. Further research is needed to examine the effect of situation-specific variables, such as a person’s desire to communicate with specific people. This will require a longitudinal qualitative study in various situations both inside and outside the classroom.
4. The current study focused solely on the speaking mode of the English language. Future research needs to consider the readiness to communicate of L2 learners in the other language modes – writing, reading and listening.
ACKNOWLEDGMENTS
The writing of this paper has been a journey in humility and patience for the researcher. It was not an easy
ride, but it was well worth it. The researcher is indebted to:
UC-BCF, who has been a home for learning for three generations, to date, in this researcher’s family.
The educators who shared their expertise and guided this research.
A colleague and friend, Ms. Marifel Tipay, who made the researcher feel that she was not alone in this experience.
Her sisters, Rachel and Keren, for being her best friends and editors, and for so lovingly stepping in as “substitute moms” to Hali.
Her parents, Engr. David C. Angiwan and Mancy Eming-Angiwan, for passing on their passion for education and for preaching and living: “Good, better, best, never let it rest, ‘til your good is better and your better best.”
Her grandfather, Mr. Matias Angiwan Sr., for being a testimony to “teaching and learning must never stop.”
Her husband, Engr. Honor S. Salayao, for allowing her to find her career path, and for supporting and encouraging her to grow in it; for being a faithful prayer partner, shock-absorber and inspiration.
Her daughter Hali, whose young and generous heart gave her mom what she needed to keep going – unconditional love.
Mostly, to the Shepherd of her Soul, whose grace was and will always be sufficient.
l.a.s.
DEDICATION
This is for NOAH’S ARK.
May it be used to “help build lives”.
leah
TABLE OF CONTENTS
PAGE
TITLE PAGE....................................... 1
Relationship between oral communicative competence and:a. Willingness to communicateb. Linguistic self-confidencec. Motivationd. Attitude towards international communitye. Personality
Training program(s) to address nurses’ needs in the areas of:a. Willingness to communicateb. Linguistic self-confidencec. Motivationd. Attitude towards international communitye. Personality
Design and Methodology
54
CHAPTER 2
DESIGN AND METHODOLOGY
This study examined hospital staff nurses’ perceptions
of their readiness to communicate in English as a second
language, their motivation, communication anxiety, perceived
communication competence, attitude towards the international
community, personality, and how these variables correlate to
the nurses’ oral communicative competence.
Research Design and Methodology
The study employed the descriptive-survey design to
gather data and the correlational approach to determine the
direction and degree of relationship between oral
communicative competence and the variables readiness to
communicate, linguistic self-confidence, motivation,
attitude towards international community and personality.
Correlational analysis was applied to identify and clarify
relationships of these variables with the independent
Attitude Towards - - - - - - -0.06 NSInternationalCommunity
Formula: Pearson’s r; degrees of freedom (N-2:32-2=30) NS = Not significant
Presentation, Analysis and Interpretation of Data
90
at α .05=0.35 (tabular value) Sig = Significant
Presentation, Analysis and Interpretation of Data
91
Oral Communicative Competence and Readiness to
Communicate. The correlation coefficient for oral
communicative competence (OCC) and readiness to communicate
(RTC) came out to be +0.22. This is smaller than the tabular
value of 0.35, therefore, the coefficient does not show a
significant association between the two variables. This
means that a linear relationship does not exist between OCC
and RTC. The null hypothesis, there is no significant
relationship between oral communicative competence and
readiness to communicate, is therefore, accepted.
These results can be explained by the phenomenon: a
speaker with excellent communicative competence who avoids
second language (L2) communication or the opposite, a
speaker with poor competence in the L2 who seeks out
opportunities for communication. It was this observation
that spurred researchers such as MacIntyre et. al. (1998) to
examine other more influential antecedents that affect a L2
learner’s readiness to communicate aside from his competence
in the target language, hence the Willingness to Communicate
(WTC) model. In the WTC model, the construct communication
competence falls under Layer V (Affective-Cognitive
context), closer to the base of the pyramid and several
layers away from RTC. MacIntyre et. al. have proposed that
constructs closer towards the tip of the pyramid and
Presentation, Analysis and Interpretation of Data
92
therefore closer to RTC, such as those under the layer
Situated Antecedents, will show more direct relationships
with RTC compared to those that are farther away. It cannot
be denied that communicative competence affects RTC and
eventually L2 communication behavior, but the relationship
may be indirect.
This can be supported by studies (Lui, 2001; Khanna,
Verma, Sinha, Agnihotri, 1998) among Asians showing L2
learners with a high level of oral proficiency, as evidenced
by their grades, who are unwilling to participate in class,
while there were those students who had average or even poor
oral proficiency who were enthusiastic in participating in
recitations and group discussions. These studies concluded
that OCC and RTC do not share a significant association.
The implications of this mean that for nurses,
competence in spoken English is not an assurance that they
feel ready to use the language. More generally, in L2
education, this means that while it is necessary to improve
the competence if the learners in the L2, there are other
factors that need to be addressed so that in line with the
development of the learners’ competence is the progress in
their openness to take initiative to use the language.
Oral Communicative Competence and Motivation. Tested at
α.05, the correlation coefficient for OCC and motivation
Presentation, Analysis and Interpretation of Data
93
(+0.01) turned out to be not significant. This means that
there is no association between OCC and motivation. The null
hypothesis, there is no significant relationship between
oral communicative competence and motivation, is therefore,
accepted.
In a 1972 study by Gardner and Lambert (as cited in
Khanna et. al., 1998), they found Filipinos to exhibit both
integrative and instrumental motivation towards learning
English. The findings of their earlier studies suggested
integrative motivation exerted a stronger influence on L2
acquisition, however, they were proven wrong in the
Philippine context. Filipinos showed they were driven to
learn English, mainly to gain professional advancement while
at the same time recognizing the language’s significance in
the countries they intend to immigrate to. This made it hard
for the researchers to isolate which type of motivation was
more influential when it came to language learning. Al-
Ansari (1993) who conducted a study among 155 students in
their 1st year level of an English language course concluded
that there did not seem to be a significant relationship
between integrative motivation and English proficiency. The
same held true for instrumental motivation, however, there
was an exception with low achievers. This group of students’
proficiency showed a correlation with their instrumental
Presentation, Analysis and Interpretation of Data
94
motivation, possibly because they had more pressure to get
better grades in English compared to their classmates.
For the nurse participants, it is true that they may
have their motivational reasons to learn English but as long
as their motivation is not yet fulfilled, such as
immigration or employment in an English-speaking country,
its influence on proficiency is weak. The desire to use
English for integrating into a group becomes less intense
because opportunities to become communicatively engaged are
hard to come by, especially in the participants’ work
settings, where communication can be achieved via the
vernacular language and this obviously inhibits nurses from
manipulating English in its contextual functions.
Oral Communicative Competence and Linguistic Self-
confidence. The two components of linguistic self-confidence
(LCC), language anxiety (LA) and perceived communication
competence (PCC), showed no significant relationship with
oral communicative competence (OCC). The null hypothesis,
there is no significant relationship between oral
communicative competence and linguistic self-confidence, is
therefore, accepted.
The correlation coefficient for OCC and LA was +0.13,
lower than the tabular value (0.35). This means that the
nurse participants’ speaking competence is not related to
Presentation, Analysis and Interpretation of Data
95
the anxiety they feel when using English. This is consistent
with a study conducted by Rojo-Laurilla (2007) among 24
maritime students enrolled with the Maritime Academy of Asia
and the Pacific (MAAP) here in the Philippines. One
important finding of the study shows that language anxiety
has no significant relationship with communicative
competence. The study was replicated by Feroz (2008) among
32 electrical engineering undergraduates in Malaysia and her
findings are consistent with those of Rojo-Laurilla. These
results imply that foreign language anxiety does not predict
how high or low a second language learner’s proficiency will
be. Particularly for the nurse participants, there are those
who exhibit high oral communicative competence who may still
feel very anxious when speaking in English. According to
MacIntyre and Gardner as cited previously, this may be due
to unpleasant experiences they encountered during the
language learning process that are independent of their
competence in spoken English. For those nurses who are less
competent, some may feel very little anxiety owing to
positive experiences while learning English.
Actual competence and perceived competence showed no
significant relationship with each other (+0.27). Nurses’
spoken competence in English is not associated with their
cognitive judgment of their degree of mastery achieved in
Presentation, Analysis and Interpretation of Data
96
the same language. Likewise, Rojo-Laurilla found her
respondents’ PCC and OCC not to share any significant
relationship, particularly in debate and persuasive tasks
given during the study. On the other hand, for argumentation
tasks, PCC of the respondents significantly correlated with
their OCC. In the replicated study by Feroz, PCC
significantly correlated with OCC under all of the oral
tasks. This is inconsistent with the findings for nurses
whose perception of their competence in English is not based
on their actual competence in the language. In addition,
these nurses generally have a lower perception of their
competence than their actual competence in English. The
explanation may be that these nurse participants were
generally unaware of their actual communicative competence,
prior to their IELTS exams, because it has been some time
since they were assessed through a standardized test or
through a teacher. After graduating from academic studies
and several years into work, they only receive limited
feedback with regards to their oral competence.
Oral Communicative Competence and Attitude Towards the
International Community. Correlation analyses showed that
OCC and attitude towards the international community (ATIC)
do not share a significant relationship (+0.18). The null
hypothesis, there is no significant relationship between
Presentation, Analysis and Interpretation of Data
97
oral communicative competence and attitude towards the
international community, is therefore, accepted. The nurse
participants showed a highly positive attitude and desire to
affiliate with other peoples and cultures. Their
integrativeness, however, had no influence on their
competence in spoken English. This means that the way an L2
learner fells towards foreigners and their culture, whether
positively or negatively, has no bearing on his/her mastery
of the target language. A related study by Clement (1986)
found both attitudes and motivation to not have an important
influence on language proficiency. The study also showed
that integrativeness is more highly related to increased
frequency and quality of contact with the L2 community. In
other words, the formation of an L2 learner’s ATIC may very
well be influenced by stronger factors such as exposure and
his/her level of ethnocentrism rather than by the target
language itself. Furthermore, Gardner and Lambert as cited
previously found that instrumental motivation could be
enough to spur a learner to master the target language, even
if his/her integrativeness is weak.
Oral Communicative Competence and Personality. Tested
at α.05 (tabular value - 0.35), the correlation coefficient
+0.03 was not significant for OCC and personality. The null
hypothesis, there is no significant correlation between oral
Presentation, Analysis and Interpretation of Data
98
communicative competence and extroversion, is accepted. This
means that the nurses’ level of extroversion did not
influence their competence in spoken English. This is
consistent with a study by Pimsleur (1964, as cited in
Khanna, et.al., 1998) who failed to find a significant
association between extroversion and L2 proficiency. Bartz
(1974, as cited in Khanna, et.al., 1998) confirmed these
findings but showed that unlike extroversion, introversion
significantly, albeit negatively, correlated with L2
proficiency. The nurse participants leaned heavily towards
the extroversion pole on all of the characteristics
presented in the questionnaire. This may be one implication
for the failed association between OCC and personality.
These findings dispel the common notion that an outgoing,
sociable person has better language skills compared to one
who is reticent. On the other hand, it is still an open
question whether introversion negatively associates with L2
competence. Additionally, MacIntyre et. al. propose that
personality is not conceptualized as a direct influence on
L2 proficiency and learning because the role of individual
differences in personality is affected by a broader social
climate.
Significant Correlations Between the Independent Variables
Presentation, Analysis and Interpretation of Data
99
Although none of the variables readiness to
communicate, motivation, linguistic self-confidence,
attitude towards the international community, and
personality significantly correlated with communicative
competence, significant relationships were established
between some of these independent variables.
Readiness to Communicate and Linguistic Self-
confidence. Although RTC did not show a significant
relationship with OCC, this was not the case with linguistic
self-confidence (LSC), specifically with this variable’s
components of language anxiety (LA) and perceived
communication competence (PCC). RTC and LA showed a moderate
negative correlation (Table 8). The computed value -0.55 is
greater than the tabular value of + 0.35. This means that as
the nurse participants’ anxiety increased, their readiness
to speak in English decreased, however, as anxiety is eased,
they feel more ready to engage in communication. Numerous
studies (Yashima, 2002, as cited in Cetinkaya, 2005;
Cetinkaya, 2005; Kim, 2004; MacIntyre, Baker, Clement,
Donovan, 2002) show L2 learners’ communication anxiety to
correlate with their RTC. Furthermore, MacIntyre et. al.
propose that state anxiety (a transient emotional reaction
towards specific situations, as was the case in this study)
increases, self-confidence decreases along with RTC. L2
Presentation, Analysis and Interpretation of Data
100
anxiety may also be increased due to different factors,
mainly negative experiences and unpleasant feedback. Saito
and Samimy (1996, as cited in Cetinkaya, 2005) showed that
language anxiety affects language performance of
intermediate and advanced level learners but it does not
predict the language performance of beginners. The nurse
participants may be considered as intermediate or advanced
learners who have had enough time to gather experiences in
the language learning process, therefore, they have already
formed attitudes which consequently contribute to their RTC.
Readiness to communicate likewise showed a significant
relationship with perceived communication competence. Tested
at α.05, the computed correlation coefficient of +0.60 was
greater than the tabular value of 0.35. This shows a
moderate positive correlation and suggests that nurses who
have higher PCC are more ready to communicate in English,
compared to nurses whose perception of their competence is
low. Studies conducted by MacIntyre and associates, as
previously cited, have found PCC to correlated strongly with
RTC. These researchers also concluded that PCC was more
influential in less advanced learners’ RTC and anxiety a
stronger influence among advanced learners. Among nurses,
who are advanced learners, the results are partly
inconsistent with the above studies, while PCC correlated
Presentation, Analysis and Interpretation of Data
101
with RTC, PCC showed a stronger correlation (0.60) compared
to anxiety (-0.55). Since the nurses did not show high
anxiety in any of the situations in the questionnaire, this
may be one explanation why their perceived competence
correlated more highly than their level of anxiety with RTC.
Additionally, MacIntyre et. al. claim that it is perceived
communication competence that influences readiness to
communicate and not necessarily actual competence. This
supports the findings of this study where a significant
relationship was established between PCC and RTC while none
was found for RTC and oral communicative competence.
In general, self-confidence in English significantly
relates with a learner’s readiness to communicate in the
language. MacIntyre et.al. predict that a learner’s desire
to communicate with a specific person and his/her linguistic
self-confidence will be the most immediate determinants of
RTC. These two constructs will show high correlation with
RTC because both represent the cumulative influence of the
layers in the Willingness to Communicate model.
Language Anxiety and Perceived Communication
Competence. As components of linguistic confidence, it was
expected that language anxiety and perceived competence were
to share a significant correlation. The computed value of -
0.55 is bigger than the tabular value of 0.35 showing a
Presentation, Analysis and Interpretation of Data
102
significant relationship. The relationship is negative,
meaning, the higher the anxiety of the nurse participants,
the lower the perception of their competence. This is
supported by Feroz, as cited previously, whose study among
engineering students revealed that PCC and language anxiety
share a negative correlation. These findings are consistent
with other studies by MacInyre cited previously showing a
direct relationship between anxiety and perceived
competence. Furthermore, MacIntyre et.al. suggest that
anxiety may be increased as a learner encounters more and
more negative experiences. These unpleasant experiences also
become the basis for the learner’s perception of his
competence. For instance, constant low grades in language
classes lead the learner to perceive his language competence
as low which in turn increases his anxiety in the target
language.
Motivation and Attitude Towards the International
Community. These two variables show a moderate correlation
with a coefficient of 0.51. This is higher than the tabular
value of 0.35 and is therefore considered significant.
Studies in this field were pioneered by Gardner, as cited
previously, and his findings suggest that learning a second
language is unlike learning other subjects because this
requires the learner to familiarize himself with the
Presentation, Analysis and Interpretation of Data
103
characteristics of the L2 culture and eventually, the
learner’s success, to some extent, depends on his attitude
towards the L2 culture. Gardner maintains that attitudes
towards ethnic groups and the language learning context are
the foundations of motivation. According to Gardner, the
learner’s motivation initially originates from his general
attitudes from home and society; then the language learning
experience further develops his attitudes. The attitudinal
constructs of integrativeness and attitude towards the
learning situation have the most direct influence on
motivation to learn a second language. These propositions
suggest that for nurses, their positive attitude towards
other people and cultures is what motivates them to learn
English.
Linguistic Self-confidence and Personality. The
correlation coefficient of 0.46 shows a moderate correlation
between these two variables. Specifically, personality and
language anxiety share a low negative correlation (-0.42),
but still significant, while personality shares a stronger
correlation with perceived communication competence (0.44).
This means that the nurse participants’ personality had a
direct influence on their confidence in the use of spoken
English. MacIntyre et. al. suggest that personality is
indirectly related to readiness to communicate but is more
Presentation, Analysis and Interpretation of Data
104
directly channeled through linguistic self-confidence and
intergroup attitudes. A study by Schaefer, Williams, Goodie
and Campbell (2004) in the Journal of Research in
Personality found their participants’ extraversion to
significantly predict overconfidence in cognitive linguistic
tasks. Additional support for the significant relationship
between personality and linguistic confidence can be found
in examples from people’s daily lives. Extroverts are
usually bold and will take the chance to speak up in classes
or meetings. They do not experience much anxiety in these
situations and may very well perceive themselves to be
competent, allowing them to be more open to speaking up,
compared to introverts who would rather keep silent.
Sample Program to Develop Linguistic Self-confidence and
Readiness to Communicate
Background: Based on the findings of this study, nurses show
that they are sometimes ready to communicate and that they
have moderate self-confidence in their use of English. Also,
these two constructs proved to be significantly correlated.
Readiness to communicate in English is the most crucial
antecedent to actual communication behavior in this
language. More than improving communicative competence, the
goal of second language learning must be seeing the L2
Presentation, Analysis and Interpretation of Data
105
learner actually using the language for meaningful
communication, for instance, in everyday activities and at
work. In order to develop a learner’s readiness to use the
L2, his confidence in the target language must first be
developed by reducing his language anxiety and establishing
a healthy perception of his communicative competence.
Aims:
1. To increase awareness of spoken English used in a
variety of contexts.
2. To decrease anxiety in spoken English through
familiarization of a variety of contexts.
3. To develop a realistic perception of one’s spoken
proficiency in English through constructive
feedback.
4. To extend knowledge of current English vocabulary
and idioms.
Conceptual Framework: Jim Cummins (1986) developed the
reciprocal interaction model of education primarily to
address the needs of minority students in the US to help
them succeed educationally. The main tenets of the model,
however, can be very aptly applied in the Philippine
setting, among adult L2 learners who desire to improve in
their English skills mainly because the model turns the
control in the learning experience over from the teacher to
Presentation, Analysis and Interpretation of Data
106
the learner. The reciprocal interaction model uses
meaningful oral (and written) communication among students
and teachers as the matrix of language learning. Language
tasks, presentations, projects and classroom discussions are
student-directed and the majority of the course is task-
based learning, supplemented by brief lectures based on the
needs of the class. A novel component of this model that
cannot be easily found in others, even in contemporary
frameworks, is its validation of the learners’ L1 language
and culture. Classroom activities value and promote the
development of the students’ first language and culture
parallel to the development of English. The teacher’s role
is to guide and facilitate discussions, and to encourage
collaborative student-to-student talk in the learning
context. While the learning environment in this model seems
more relaxed and less intense than the traditional models,
it is the teacher’s main responsibility to prepare and put
forward tasks that develop students’ higher level cognitive
skills. Language inside the classroom must be meaningful and
relevant, for both the learner and the teacher.
The way the learning environment is structured using
the reciprocal interaction model is intended to address
anxiety the learner might feel in the areas identified in
Toth’s (2008) study. The 117 students in the study
Presentation, Analysis and Interpretation of Data
107
identified the following as major areas that may be possible
causes for L2 anxiety:
1. The nature of L2 communication – L2 learners
reported that the “strangeness” of the L2 may cause
anxiety. Making the speaking tasks meaningful and
useful in simulated daily activities will help make
the L2 more familiar and with constant practice, the
learner compiles an array of speech acts he can
appropriately use in different contexts.
2. Personality of the learner – While personality is an
enduring characteristic, and therefore, cannot be
changed overnight, the class size can help prevent
situations where the reticent learners are not given
enough attention and time to speak. Since the
maximum number of participants in the workshop will
total six (6), each student will be allowed more or
less the same amount of time for speaking and
listening.
3. Interpersonal factors – Students reported that the
overall atmosphere inside the classroom, the teacher
and their classmates may be causes for anxiety.
Because the workshop will allow for collaborative
learning among students and teacher, it is hoped
Presentation, Analysis and Interpretation of Data
108
that the learning atmosphere will be cooperative
rather than competitive.
4. L2 competence – L2 learners identified lack of
vocabulary and poor grammar as primary linguistic
reasons for anxiety. Meeting one of the workshop’s
aims of extending the students’ knowledge of current
words and idioms will allow them to improve in this
area. Constructive feedback from the teacher will
also help students become aware of systematic errors
they make so that they can be more focused on
improving in grammar.
5. Instructional practices – Students said they felt
uncomfortable with teachers who were rule-focused
and whose goals were mainly grammatical accuracy.
Grammar will comprise only a small part of the
workshop’s program. As explained earlier, the
teacher will act as facilitator instead of
transmitter of knowledge.
6. Lack of practice in authentic target language
communication – Respondents felt they lacked
practice in the L2 outside of the classroom and so
experienced anxiety when confronted with actual
social communication. In the foreign language
setting, students may not always find opportunities
Presentation, Analysis and Interpretation of Data
109
to exercise their skills in the target language. The
workshop will attempt to bring the outside world
inside the classroom by using role play and
simulations where students will practice their oral
English skills.
Program:
Maximum number of participants: 6
Program length: 9 hours (1 ½ days)
Schedule of activities:
Each of the activities can be treated as tasks or workshops
in themselves. The main topics and activities can be
expanded and lengthened, thus making it into a workshop,
until the group is satisfied that they have accomplished the
task in full. The activities can also be treated as tasks if
the group aims to complete the entire program in a specified
time-frame. This program, which specifically focuses on
making English familiar to the learner in real-life contexts
to ease language anxiety, is meant to be part of a larger
language enhancement program which is intended to be a
preparatory course for the IELTS examinations, or for
English enhancement in general.
Presentation, Analysis and Interpretation of Data
110
I. Preparatory activities
The six participants are each scheduled for a 10
minute one-on-one interview and orientation with
the teacher. This will allow the teacher to get to
know the students’ background and will make the
student more familiar with the teacher and the
program.
After the interview, students will be asked to
answer the original questionnaires (adapted from
Cetinkaya (2005)) on language anxiety and
perceived communication competence (see Appendix
H). The data from these will form the base for the
teacher’s ‘needs analysis’ survey for preparation
of materials and brief lectures.
II. Program Proper
The teacher welcomes the students to the workshop
and gives them a brief overview of the schedule of
activities as well as the aims of the program.
The classroom set-up will be chairs in a circle to
allow for eye contact among all of the
participants as well as with the teacher.
III. Individual Speaking Workshop
Presentation, Analysis and Interpretation of Data
111
Students are then given about ten minutes to
prepare for their self-introductions following a
guide prepared by the teacher (see Appendix I).
Students can present themselves to the group in
any language they feel the most comfortable using.
Students then introduce themselves to the class.
IV. Listening Workshop
After the introductions, the teacher shares the
basics of effective communication (see Appendix
J). This will lay the foundation for communication
the students will engage in throughout the course
of the workshop. This will help them to focus on
the more important components of communication
such as diction and body language, rather than
worrying about grammar.
V. Visual and Listening Workshop
Students watch a 20 minute clip of a famous
American sit-com. After, they identify and discuss
among themselves models of “good” communication
and “bad” communication as observed from the clip.
Students then identify contexts as observed from
the clip in which they will most likely engage in
Presentation, Analysis and Interpretation of Data
112
communication if they were to live in a native
English setting, example, speaking to a fellow
customer at the laundromat. The group then
brainstorms vocabulary connected to these
contexts.
VI. Paired Speaking Workshop
Students are then asked to pair up and face each
other, the three pairs forming two parallel lines.
The teacher explains that the activity will
require them to role play and imagine themselves
in the situations they will be given. The first
line of students will each be given a card with a
situation written on it and with a communication
task they need to accomplish. Example:
You have lived with your roommatesFor six months now but you’ve decided to move out because they haven’t taken care of the place…pizza boxes everywhere, dirty socks on the couch, etc. Tell your partner about your current situation, and then explain what kind of place you are looking for.
The students sit apart far enough to avoid
distracting each other. In each pair, the person
who holds the card executes the communication task
assigned. Students are allowed several tries at
accomplishing the task. The partner who was not
Presentation, Analysis and Interpretation of Data
113
assigned the task listens and gives feedback after
each attempt. The pairs raise their cards once
they feel they have exhausted possible
communication dialogues. This is a signal for the
teacher to assign the pair a new card with a new
communication context and task. This time, the
students reverse roles. The same procedures will
be followed for every task. Each student will be
given at least three tasks to accomplish.
VII. Feedback and Evaluation
After the activity, the students and the teacher
resume their circle formation and discuss and
evaluate the difficulties they encountered during
the activity. The teacher allows for flexibility
of time, depending on the questions and issues
raised. Some groups may feel no need to dissect
the situations given, while other groups may want
to pursue more in-depth discussions on the
contexts presented.
N.B. During this point, the group may want to take
a break. Pauses and breaks in the program will be
at the discretion of the group.
VIII. Visual and Listening Workshop
Presentation, Analysis and Interpretation of Data
114
The students watch two 20-minute video clips of an
American sit-com. After each clip, they identify
as a group current vocabulary and idioms they hear
that they may or may not know the meaning of. The
teacher should be prepared to supplement meanings
for the latter.
IX. Individual Speaking Workshop
Each student makes a list of the words and idioms
the group collected. They pair up, this time with
a different partner. They keep their list of words
and idioms in front of them and their task is to
execute the role play activity they did earlier,
but this time, students are required to
incorporate words and idioms from their list in
their communication. It is not expected that they
use the words and idioms in the exact order as
they appear on their list, but they use these when
they feel it is appropriate, and put a check mark
after each word or idiom after they have used each
correctly.
N.B. The succeeding activities may be done the
following day to allow time for students to
prepare for their presentations.
Presentation, Analysis and Interpretation of Data
115
X. Preparation and Speaking Workshop
Students go back and recall the video clips of the
sit-coms they previously watched. They identify
differences and similarities they observed between
the American culture, as portrayed in the sit-
coms, and their own culture. The teacher may give
one or two examples to help the students be more
specific in their identification of cultural
differences.
Each student is then tasked to make an outline in
the form of a web or map of his presentation of
the cultural differences he observed.
N.B. This part may be given as homework.
XI. Public Speaking Workshop
Each student presents to the class specifics of
his culture that are different or similar with the
American culture, as they observed from the sit-
coms. Students may have similarities in their
reports and these can be used as points for
discussion. After the individual presentations,
the group discusses possible ways they can deal
with these cultural differences, especially once
Presentation, Analysis and Interpretation of Data
116
they migrate to the English-speaking country of
their choice. The teacher aids the students during
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I am a graduate student at the University of the Cordilleras and as part of the requirements for graduation, I am completing my thesis entitled “Hospital Staff Nurses’ Readiness to Communicate in English as a Second Language”.
As part of my research, I would very much appreciate it if you could take the time to visit Noah’s Ark Training & Review Center located in Benitez Compound, Magsaysay Ave. You will be answering a simple questionnaire regarding your use of English in your workplace.
If you have any questions or clarifications, please do not hesitate to contact me at (074) 442-6856 or 09277975175.
Thank you so much for your help!
Yours Faithfully,
Leah Angiwan-Salayao
Researcher
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131
APPENDIX B
Questionnaire on READINESS TO COMMUNICATE
DIRECTIONS: Below are 12 situations in which a person might choose to communicate OR not to communicate in English.
Presume you have completely free choice. Indicate the percentage of frequency you would choose to communicate in each type of situation.
NEVER I never communicateSOMETIMES I sometimes communicateOFTEN I often communicateALWAYS I always communicate
SITUATION NEVER SOMETIMES OFTEN ALWAYS1. Present a talk to a group
of coworkers in English.2. Talk to an English
speaking patient while doing a general survey of him/her.
3. Talk in a large meeting of patients in English.
4. Talk to a small group of superiors in English.
5. Talk with a colleague in English while at work.
6. Talk in a large meeting of colleagues in English.
7. Talk to a patient’s relative in English while explaining the patient’s status.
8. Present a talk to a group of English-speaking patients.
9. Talk in a small group of hospital personnel in English.
10. Talk in a large meeting of hospital personnel in English.
11. Talk in a small group of English-speaking patients.
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132
SITUATION NEVER SOMETIMES OFTEN ALWAYS12. Present a talk to a
small group of English-speaking patients’ relatives.
Appendices
133
APPENDIX C
Questionnaire on MOTIVATION
DIRECTIONS: Please indicate how much you agree or disagree with the following statements by putting an “X” in the box that best describes the extent to which you agree or disagree with the statement.
STRONGLY DISAGREE
DISAGREE AGREE STRONGLY AGREE
1-Compared to my colleagues, I think I study English relatively hard2-I often think about the words and ideas which I learn about in my English enhancement classes3-If English were not taught in training centers, I would study on my own4-I think I spend fairly long hours studying English5-I really try to learn English6-After my English training courses, I will continue to study English and try to improve7-When I have assignments to do in English, I try to do them immediately8-I would read English newspapers and/or magazines 9-During English training classes, I’m absorbed in what is taught and concentrate on studying10-I would like the
Appendices
134
STRONGLY DISAGREE
DISAGREE AGREE STRONGLY AGREE
number of English classes in training centers increased11-I believe absolutely that English should be taught in school12-I find learning English more interesting than other subjects13-Learning English is really great14-I would rather spend my time on other subjects other than English15-Learning English is a waste of time16-I plan to learn as much English as possible17-I love learning English
Appendices
135
APPENDIX D
Questionnaire on LINGUISTIC SELF-CONFIDENCE
A. DIRECTIONS: Below are 12 situations in which a person may feel different degrees of ANXIETY. Please indicate in the space below what degree of anxiety you might feel in the following situations.
The following situations may occur in your country or abroad. If you have not had the experience, try to imagine how you might feel.
SITUATION NOT ANXIOUS AT ALL
FAIRLY ANXIOUS
MODERATELYANXIOUS
VERY ANXIOUS
1. Present a talk to a group of coworkers in English.
2. Talk to an English speaking patient while doing a general survey of him/her.
3. Talk in a large meeting of patients in English.
4. Talk to a small group of superiors in English.
5. Talk with a colleague in English while at work.
6. Talk in a large meeting of colleagues in English.
7. Talk to a patient’s relative in English while explaining the patient’s status.
8. Present a talk to a group of English-speaking patients.
9. Talk in a small
Appendices
136
SITUATION NOT ANXIOUS AT ALL
FAIRLY ANXIOUS
MODERATELYANXIOUS
VERY ANXIOUS
group of hospital personnel in English.
10. Talk in a large meeting of hospital personnel in English.
11. Talk in a small group of English-speaking patients.
12. Present a talk to a small group of English-speaking patients’ relatives.
B. DIRECTIONS: Below are 12 situations in which a person may feel different degrees of COMMUNICATIVE COMPETENCE. Please indicate in the space below what degree of competence you might feel in the following situations.
The following situations may occur in your country or abroad. If you have not had the experience, try to imagine how you might feel.
SITUATION NOT COMPETENT
FAIRLY COMPETENT
MODERATELY COMPETENT
VERY COMPETENT
1. Present a talk to a group of coworkers in English.
2. Talk to an English speaking patient while doing a general survey of him/her.
3. Talk in a large meeting of patients in English.
4. Talk to a small group of superiors in English.
5. Talk with a colleague in English
Appendices
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SITUATION NOT COMPETENT
FAIRLY COMPETENT
MODERATELY COMPETENT
VERY COMPETENT
while at work.6. Talk in a large
meeting of colleagues in English.
7. Talk to a patient’s relative in English while explaining the patient’s status.
8. Present a talk to a group of English-speaking patients.
9. Talk in a small group of hospital personnel in English.
10. Talk in a large meeting of hospital personnel in English.
11. Talk in a small group of English-speaking patients.
12. Present a talk to a small group of English-speaking patients’ relatives.
Appendices
138
APPENDIX E
Questionnaire on ATTITUDE TOWARDS THE INTERNATIONAL COMMUNITY
DIRECTIONS: Please indicate how much you agree or disagree with the following statements by putting an “X” in the box that best describes the extent to which you agree or disagree with the statement.
STRONGLY DISAGREE
DISAGREE AGREE STRONGLY AGREE
1-I want to make friends with international nurses2-I try to avoid talking with foreigners if I can3-I would talk to an international nurse if I ever meet one4-I wouldn’t mind sharing an apartment or room with5-I want to participate in a volunteer activity to help foreigners living in the neighboring community6-I would feel somewhat uncomfortable is a foreigner moved in next door7-I would help a foreigner who is in trouble8-I would rather stay in my hometown9-I want to live in a foreign country10-I want to work in an international organization like the United Nations11-I don’t think what’s happening overseas has anything to do with my
Appendices
139
daily life12-I’d rather avoid the kind of work that sends me overseas frequently13-I often read and watch news about foreign countries14-I often talk about events and situations in foreign countries with my family and/or friends
I study English because…
STRONGLY DISAGREE
DISAGREE AGREE STRONGLY AGREE
15-It will allow me to meet and converse more with varied people16-It will allow me to get to know various cultures and people17-I will be able to participate more freely in the activities of other cultural groups18-I’d like to make friends with foreigners
Appendices
140
APPENDIX F
Questionnaire on PERSONALITY
DIRECTIONS: Please use this list of common human traits to describe yourself as accurately as possible. Describe yourself as you see yourself at the present time, not as you wish to be in the future. Describe yourself as you are generally or typically, as compared to other persons you know of the same sex and roughly the same age.
Please CIRCLE ONE number that applies to you.
1. Intraverted 1 2 3 4 5 6 7 8 Extraverted
2. Unenergetic 1 2 3 4 5 6 7 8 Energetic
3. Silent 1 2 3 4 5 6 7 8 Talkative
4. Unenthusiastic 1 2 3 4 5 6 7 8 Enthusiastic
5. Timid 1 2 3 4 5 6 7 8 Bold
6. Inactive 1 2 3 4 5 6 7 8 Active
7. Inhibited 1 2 3 4 5 6 7 8 Spontaneous
8. Unassertive 1 2 3 4 5 6 7 8 Assertive
9. Unadventurous 1 2 3 4 5 6 7 8 Adventurous
10. Unsociable 1 2 3 4 5 6 7 8 Sociable
Personal Information
Gender: ____________
Age:________________
Ethnic Affiliation: _____________________________
Hospital Affiliation: ___________________________
How long have you been studying English: _______________________
Appendices
141
Please provide the results of your latest IELTS examination. This information will be kept strictly confidential. Thank you very much for your cooperation.
DATE OF EXAM: ____________________________________________
RESULTS
LISTENING BAND SCORE: _____
READING BAND SCORE: _____
WRITING BAND SCORE: _____
SPEAKING BAND SCORE: _____……………………………………………………………………………
OVERALL BAND SCORE: _____
Appendices
142
APPENDIX G
IELTS BAND SCORE INTERPRETATIONS
9 Expert User Has fully operational command of the language: appropriate, accurate and fluent with complete understanding.
8 Very Good User Has fully operational command of the Language with only occasional unsystematic inaccuracies and inappropriacies. Misunderstandings may occur in unfamiliar situations. Handles complex detailed argumentation well.
7 Good User Has operational command of the language, though with occasional inaccuracies, inappropriacies and misunderstandings in some situations. Generally handles complex language well and understands detailed reasoning.
6 Competent User Has generally effective command of the language despite some inaccuracies, inappropriacies and misunderstandings. Can use and understand fairly complex language, particularly in familiar situations.
5 Modest User Has partial command of the language, Coping with overall meaning in most Situations, though is likely to make many mistakes. Should be able to handle basic communication in own field.
4 Limited User Basic competence is limited to familiar situations. Has frequent problems in understanding and expression, is not able to use complex language.
3 ExtremelyLimited User Conveys and understands only general
meaning in very familiar situations. Frequent breakdowns in communication occur.
Appendices
143
IELTS BAND SCORE INTERPRETATIONS continued
2 IntermittentUser No real communication is possible except
for the most basic information using isolated words or short formulae in familiar situations and to meet immediate needs. Has great difficulty understanding spoken and written English.
1 Non User Essentially has no ability to use the language beyond possibly a few isolated words.
DIRECTIONS: Below are 12 situations in which a person may feel different degrees of ANXIETY. Please indicate in the space below what degree of anxiety you might feel in the following sitations.
Examples:
__0%_ 1. Talk to a stranger.- 0% means in this situation you don’t feel any anxiety at all.
_75%_ 2. Talk to a stranger.-75% means in this situation you often feel anxiety.
I don’t I rarely I sometimes I often I alwaysfeel anxiety feel anxiety feel anxiety feel anxiety feel anxiety at all
The following situations may occur in your country or abroad. If you have not had the experience, try to imagine how you might feel.
_____ 1. Have a small-group conversation in English with acquaintances.
_____ 2. Give a presentation in English to a group of strangers.
_____ 3. Give a presentation in English to a group of friends.
_____ 4. Talk in English in a large meeting among strangers.
_____ 5. Have a small-group conversation in English with strangers.
Appendices
145
_____ 6. Talk in English in a large meeting among friends.
_____ 7. Talk in English to friends.
_____ 8. Talk in English in a large meeting with acquaintances.
_____ 9. Talk in English to acquaintances.
_____ 10. Give a presentation in English to a group of acquaintances.
_____ 11. Talk in English to a stranger.
_____ 12. Talk in English to a small group of friends.
Questionnaire on PERCEIVED COMMUNICATIVE COMPETENCE
DIRECTIONS: Below are 12 situations in which a person may feel different degrees of COMMUNICATIVE COMPETENCE. Please indicate in the space below what degree of competence you might feel in the following situations.
Entirely Somewhat Entirelyincompetent competent competent(I can’t (I could do it) (I could do it well)do it at all)
The following situations may occur in your country or abroad. If you have not had the experience, try to imagine how you might feel.
_____ 1. Have a small-group conversation in English with acquaintances.
_____ 2. Give a presentation in English to a group of strangers.
Appendices
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_____ 3. Give a presentation in English to a group of friends.
_____ 4. Talk in English in a large meeting among strangers.
_____ 5. Have a small-group conversation in English with strangers.
_____ 6. Talk in English in a large meeting among friends.
_____ 7. Talk in English to friends.
_____ 8. Talk in English in a large meeting with acquaintances.
_____ 9. Talk in English to acquaintances.
_____ 10. Give a presentation in English to a group of acquaintances.
_____ 11. Talk in English to a stranger.
_____ 12. Talk in English to a small group of friends.
Appendices
147
APPENDIX I
12 Sample Self Introduction Topics
Look at the sample self introduction speech topics and pick out the aspects of your personal life you want to share with the audience. Approach the list below with the who, what, where, why, how and when questions. That's an effective way to outline your first thoughts.
1. What activity has played or plays an important part in your life? Tell the story and distract the message.
2. What is your main personal goal?
3. What do you like very much?
4. What do you hate or dislike?
5. Have you developed a very special skill?
6. What is your lifestyle?
7. Can you come up with a turning point or milestone in you life?
8. What is your hobby or interest in your spare time?
9. What is a pet peeve or another very familiar topic you like to talk about, to do or to discuss?
10. Where are you from? Do your roots reveal something about yourself that's new for the audience?
11. Is there an object or prop that means a lot to you?
12. What distinguishes you from other individuals in class?
Has the ability to talk with normal levels of continuityNormal speech rate (not too fast, not too slow)Does not appear to exert too much effort in producing spoken outputCOHERENCEHas the ability to link ideas together in a logical mannerLanguage is understandable and speech connectedLEXICAL RESOURCEUses a wide range of vocabularyVocabulary clearly shows meanings and attitudes that are expressedHas the ability to get around a vocabulary gap by expressing the idea in a different way (ability to circumlocute)GRAMMATICAL RANGE Uses a wide range of grammatical structuresGives lengthy and complex utterancesGRAMMATICAL ACCURACYMakes minimal grammatical errorsErrors do not greatly negatively affect
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communicationPRONUNCIATIONProduces comprehensible utterances and uses a wide range of phonological features to convey meaningCauses minimal, if none at all, strain to the listenerMinimal, if none at all, noticeability of L1 or mother languageOptimal voice volumeNON-VERBAL COMMUNICATION SKILLSUses appropriate body language to express ideas and attitudesUses appropriate facial expressions to express ideas and attitudesCOMPREHENSIONUnderstands tasks and questions and responds to them appropriatelyUses relevant related ideas and examples to expound on topics