CONFIDENCE MASTERY AS THE FUNDAMENTAL TASK IN LEARNING A FOREIGN LANGUAGE

Authors

  • Daniela Koteková Czech University of Life Sciences Prague

DOI:

https://doi.org/10.7160/eriesj.2013.060203

Keywords:

The role of confidence, ethical teaching, motivational factor, self-esteem and belief, academic success, worthiness, positive attitude

Abstract

The aim of language learning is not only to achieve an academic success carried out by a fluent speaking; mastering the grammar and vocabulary but it should also focus on the psychological comfort and the intrinsic readiness of the students to participate in their education - to receive and perform. The learners’ self-esteem plays the fundamental role in any language classroom but gaining it is the task on its own and can be quite a challenge for the teachers. How students feel is closely related to their ability to learn. Teachers’ task is thus not only to provide knowledge and information but first of all they should immerse themselves into the student’s mind and discover the best way to awake learner’s will to communicate. This paper focuses on two kinds of aspects participating on the emotional state of the learner, academic and psychological. The students of two different levels of English have answered the questionnaire, assessing their attitude, anxiety and motivation towards learning English. Each opinion has been evaluated and put into relationship with the ability to relax, understand, learn and enjoy at the same time. Their analyses have become the base of several teaching techniques that would build and encourage the students’ confidence as the main condition to start any cognitive process. If confidence is the cause or the outcome of mastering a foreign language was the question asked and answered in this work. Confidence mastery has thus played the fundamental role in the present survey.

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Additional Files

Published

2013-06-30

How to Cite

Koteková, D. (2013) ’CONFIDENCE MASTERY AS THE FUNDAMENTAL TASK IN LEARNING A FOREIGN LANGUAGE’, Journal on Efficiency and Responsibility in Education and Science, vol. 6, no. 2, pp. 84–104. https://doi.org/10.7160/eriesj.2013.060203

Issue

Vol. 6 No. 2 (2013)

Section

Research Paper

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