Decreasing the phobia of English as a subject has been an important issue for the teachers to bring excellent outcome from the students. Since the beginning of language teaching in Bangladesh, phobia of English has become a critical problem for the students as well as teachers.
My intention is to find out the reason of the phobia of English language by analyzing obtained data as well as to suggest some tips for decreasing the phobia. I will conduct my research on high school level students and try to identify the major causes of phobia among the phobic students.
Table of Contents
- Chapter 1
- 1.1 Introduction
- 1.2 Objective
- 1.3 Literature Review
- 1.4 Data for Study
- 1.5 Methods
- 1.5.1 Questionnaire Method
- 1.5.2 Interview Method
- 1.5.3 Observation Method
- Chapter 2
- 2.1 Findings of the research
- 2.1.1 Class observation
- 2.1.2 Definition of Phobia and It's category
- 2.1.3 Students Phobic to English
- 2.1.4 Phobia of English as an academic subject
- 2.1.5 Influence of Phobia on Language skill
- 2.1.6 Phobia of Teacher
- 2.1.7 Influence of Phobia on Results
- 2.1.8 Phobia of an Academic subject builds the phobia of language
- 2.1.9 Students bored to teacher
- 2.1.10 "Teaches with fun" contradicts with observation
- 2.1.11 Major Question bar Diagram from the questionnaire
- 2.1.12 Social Parameters
- 2.1.13 Long Term effect of Phobia
- Chapter 3
- 3.1 Specifying the causes of Phobia
- 3.1.1 Causes of Phobia
- Chapter 4
- 4.1 Decreasing the phobia of English
- 4.1.1 Suggestions to decrease the phobia
Objectives and Key Themes
The objective of this research is to investigate the causes of English language phobia among high school students in Bangladesh and to propose strategies for mitigating this issue. The study aims to understand the relationship between academic performance, English language skills, and the psychological impact of this phobia.
- Causes of English language phobia among secondary school students.
- The correlation between English language phobia and academic performance.
- The impact of teaching methods on students' fear of English.
- The role of teacher-student dynamics in fostering or reducing English language phobia.
- Effective strategies for decreasing English language phobia.
Chapter Summaries
Chapter 1: This chapter introduces the research, highlighting the prevalence of English language phobia among students in Bangladesh despite the language's importance. It establishes the need for the study by emphasizing the discrepancy between students' academic performance and their actual English language proficiency. The chapter outlines the research objectives, methods (questionnaires, interviews, observations), and the sample population (100 high school students). The introduction sets the stage for investigating the causes and potential solutions to this widespread issue.
Chapter 2: This chapter presents the findings from the research conducted on 100 high school students. It details observations from various classrooms, defining and categorizing the observed phobia as a specific situational phobia. The chapter explores the impact of this phobia on students' language skills (reading, listening, speaking, writing), their academic results, and their relationship with teachers. Key findings analyze how the fear of the subject translates into a wider fear of the language itself, revealing potential links between teaching styles, student engagement, and the long-term consequences of this phobia. The chapter uses data from questionnaires and observations to build a comprehensive picture of the phenomenon.
Chapter 3: This chapter focuses on specifying and analyzing the root causes of the observed English language phobia. It delves into a detailed examination of the factors contributing to students' anxiety and fear related to English language learning. The chapter explores the multifaceted nature of the problem, potentially examining factors such as teaching methodologies, classroom environment, student background, and social pressures. By identifying these underlying causes, the chapter lays the groundwork for developing effective solutions in subsequent chapters.
Chapter 4: This chapter shifts from identifying the problem to proposing solutions. It presents practical suggestions and strategies aimed at reducing English language phobia among secondary school students. The chapter likely offers concrete recommendations for teachers, schools, and educators, drawing on the findings presented in previous chapters. These suggestions might include innovative teaching methods, creating a more supportive classroom environment, or incorporating psychological strategies to address students' anxieties.
Keywords
English language phobia, secondary education, Bangladesh, teaching methods, academic performance, language acquisition, student anxiety, classroom observation, qualitative research, quantitative research, intervention strategies.
Frequently Asked Questions: A Comprehensive Language Preview
What is this document about?
This document provides a comprehensive overview of a research study investigating English language phobia among high school students in Bangladesh. It includes a table of contents, objectives, key themes, chapter summaries, and keywords. The research aims to understand the causes of this phobia and propose strategies for mitigation.
What are the key objectives of the research?
The main objective is to investigate the causes of English language phobia among high school students in Bangladesh and to suggest ways to reduce this fear. The study also aims to explore the relationship between this phobia, academic performance, and English language skills, as well as the role of teaching methods and teacher-student dynamics.
What are the key themes explored in the research?
Key themes include the causes of English language phobia, the correlation between this phobia and academic performance, the impact of teaching methods on students' fear, the role of teacher-student relationships, and effective strategies for reducing the phobia. The research also examines how fear of the subject matter can translate into a broader fear of the language itself.
What methodologies were used in the research?
The research employed a mixed-methods approach, combining quantitative and qualitative data. The methods included questionnaires, interviews, and classroom observations of 100 high school students in Bangladesh.
What are the main findings of Chapter 1?
Chapter 1 introduces the research problem, highlighting the prevalence of English language phobia despite the importance of English. It outlines the research objectives, methodology, and the sample population, establishing the context and need for the study.
What are the main findings of Chapter 2?
Chapter 2 presents the findings of the research, detailing classroom observations and analyzing the impact of the phobia on students' language skills, academic results, and teacher relationships. It categorizes the phobia as a specific situational phobia and explores how fear of the subject can extend to a fear of the language itself. Data from questionnaires and observations are analyzed.
What are the main findings of Chapter 3?
Chapter 3 focuses on analyzing the root causes of the English language phobia, exploring factors such as teaching methodologies, classroom environment, student background, and social pressures that contribute to students' anxiety and fear.
What are the main findings of Chapter 4?
Chapter 4 shifts to proposing practical solutions and strategies to reduce English language phobia. It offers concrete recommendations for teachers, schools, and educators based on the findings from previous chapters, potentially including innovative teaching methods and strategies to address student anxieties.
What are the keywords associated with this research?
Keywords include: English language phobia, secondary education, Bangladesh, teaching methods, academic performance, language acquisition, student anxiety, classroom observation, qualitative research, quantitative research, and intervention strategies.
Who is the target audience for this research?
The target audience includes educators, researchers, policymakers, and anyone interested in language acquisition, particularly focusing on the challenges of English language learning in secondary education, especially within the context of Bangladesh.
- Quote paper
- Nur Uddin Al Masud (Author), 2015, Decreasing the phobia of English in secondary level education, Munich, GRIN Verlag, https://www.grin.com/document/336134
