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
1 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
2 Chapter- 2
2.1 Findings of the research
2.1.1 Class observation
2.1.1.1 First classroom
2.1.1.2 Second Classroom
2.1.1.3 Third classroom
2.1.2 Definition of Phobia and It’s category
2.1.2.1 Why should we call this “Specific situational Phobia”?
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
2.1.6.1 Phobia of teacher among the passed students
2.1.6.2 Phobia of teacher among the students who got (A) in recent Exam
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
3 Chapter-3
3.1 Specifying the causes of Phobia
3.1.1 Causes of Phobia
4 Chapter-4
4.1 Decreasing the phobia of English
4.1.1 Suggestions to decrease the phobia
5 Chapter-5
6 Chapter-6
Objectives and Research Themes
This research aims to identify the underlying causes of "Phobia of English" among secondary-level students in Bangladesh. By analyzing data from 100 students, the study explores how classroom environments, teaching methods, and academic pressures contribute to students' fear of the language, ultimately providing strategies to overcome these psychological and academic barriers.
- Impact of teacher-student dynamics and harsh teaching styles on student performance.
- Correlation between subject-based phobia and the decline in communicative language skills.
- Analysis of psychological factors causing "Specific Situational Phobia" in language learning.
- Evaluation of instructional methods, such as CLT and multimedia usage, in reducing student anxiety.
Excerpt from the Book
2.1.2 Definition of Phobia and its categories
Phobia means dislike of something and strong fear of it. According to the American Psychiatric Association, “a phobia is an irrational and excessive fear of an object or situation”. According to the Psychiatrist, there are three kinds of Phobia seen among the people. 1. Social phobias—fear of social situations. 2. Agoraphobia—fears of being trapped in an inescapable place or situation. 3. Specific phobias—fear of a specific object (such as snakes). Specific Phobia has other four types. They are, (1) The natural environment—fear of lightening, water, storms etc. (2) Animal—fear of snakes, rodents, spiders, etc. 3.Medical—fear of seeing blood, receiving injections, visiting a doctor, etc. (4) Situational—fear of bridges, leaving the home, driving, etc.
Before defining the Phobia of English, I want to mention a definition of eHow.com about phobia of an academic subject. They define this by mentioning the phobia of the subject Mathematics. According to eHow.com, “Math anxiety is defined as feeling of anxiety that one cannot perform efficiently in situations that involve the use of mathematics. Although it is mostly associated with academics, it can apply to other aspects of life” They also said, “Math anxiety is an emotional problem, and it is characterized by intense nervousness before or during math tests. This interferes with a person's ability to optimally do math problems, thus morphing into an intellectual problem”
According to above definitions and psychological classification, we can define “Phobia of English Language” as a ‘Specific situational phobia’. Specific phobia has four categories. The last one is ‘Situational Phobia’ which include phobia created from any situation or action. So we can define this phobia as “specific situational phobia”.
Summary of Chapters
1 Chapter- 1: Provides an introduction to the prevalence of English phobia in Bangladesh and outlines the research objectives and methodology.
2 Chapter- 2: Presents a detailed data analysis, including class observations and survey results regarding student performance and psychological barriers.
3 Chapter-3: Investigates the specific root causes of phobia, such as class environment and the negative impact of teacher attitudes.
4 Chapter-4: Offers actionable suggestions and pedagogical strategies for educators to reduce student anxiety and improve language proficiency.
5 Chapter-5: Summarizes the key findings and concludes the research with insights into addressing the phobia.
6 Chapter-6: Lists the academic sources and literature cited throughout the research paper.
Keywords
English Phobia, Secondary Education, Bangladesh, Situational Phobia, Language Anxiety, Teacher-Student Relationship, Communicative Skills, Classroom Environment, Student Psychology, Academic Performance, CLT Approach, Educational Reform.
Frequently Asked Questions
What is the primary focus of this research?
The research focuses on the "Phobia of English" among secondary-level students in Bangladesh, examining why students who perform well on exams often lack the actual skill to speak or write the language fluently.
What are the core thematic areas covered in this study?
The core themes include the impact of teacher behavior, the relationship between syllabus pressure and student anxiety, and how phobia serves as an obstacle to acquiring English language proficiency.
What is the main objective of this academic article?
The primary objective is to identify the specific causes of English language phobia among the target group and to suggest practical tips for teachers and institutions to decrease these fears.
Which scientific methods were employed?
The author utilized a mix of quantitative and qualitative methods, including questionnaire-based surveys, interviews with students, and systematic classroom observations.
What does the main body of the work address?
The main body provides detailed data analysis of 100 students, exploring various parameters like reading, listening, and speaking skills in relation to their phobia levels and teacher perceptions.
Which keywords best characterize this work?
Key terms include English Phobia, Secondary Education, Bangladesh, Situational Phobia, Teacher-Student Relationship, and Student Psychology.
How does the teacher's attitude contribute to student phobia?
The research highlights that harsh teaching styles, public insults in front of the classroom, and superior behavior by teachers create a negative environment that causes students to withdraw and fear the subject.
How does the "syllabus-examination" combination impact students?
The pressure to finish the syllabus for exams causes extreme stress, leading students to view English not as a language to learn, but as a rigid requirement, which fuels their fear of failing.
What is the long-term effect of this phobia?
The study suggests that early-onset phobia follows students into higher education, often leading to failures in university admission tests and a continued fear of being educated in English-medium environments.
- Quote paper
- Nur Uddin Al Masud (Author), 2015, Decreasing the phobia of English in secondary level education, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/336134
