A Correlational Study of Teachers’ Nonverbal Language and Learners’ Classroom Participation Anxiety in Foreign Language Classroom The Case Of 2end Year LMD Students At Abbes Laghrour University Khenchela
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Date
2019
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UNIVERSITY OF ABBES LAGHROUR-KHENCHELA
Abstract
ABSTRACT
The present study investigate the correlation between teachers’ nonverbal language
and learners’ classroom participation anxiety in (FLC). It attempt to shed the light on
the importance of using body language to enhance the learning process on the part of
foreign language learners. We opted for a quantitative research method to test our
hypotheses.Weused ‘Nonverbal immediacy scale’, ‘foreign language classroom
anxiety scale’ and ‘grid observation’ to collect data from second year LMD students
of English at the Division of foreign languages in Khenchela University. The main
objective of our research is to identify how teacher’s nonverbal behaviors correlate
with classroom participation anxiety in FLC. After analyzing data, we found that
there is a negative correlation between the two variables. This means that when
TNVL increases, CPA decreases. Consequently, Nonverbal language plays a crucial
role in FLC.