The Effectiveness of Group Work and Pair Work in Alleviating Learner’s Anxiety

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Acknowledgments General introduction Chapter One: Group Work and Pair Work 1.1 Introduction 1.2 The concept of Cooperative and collaborative learning 1.3 Group work 1.3.1 Definitions 1.3.2 The rational of group work 1.3.3 Benefits of group work 1.3.3.1 Benefits for students 1.3.3.2 Benefits for instructors 1.3.4 The group roles 1.3.4.1 The information seeker 1.3.4.2 The evaluator-critic 1.3.4.3 The procedural technician or recorder 1.3.5 Types of group work activities 1.3.5.1 Buzz group 1.3.5.2 Think-Pair-Share 1.3.5.3 Circle of voice 1.3.5.4 Rotating Trios 1.3.5.5 Jigsaw 1.3.6 Structured controversy 1.3.6.1 Paired Annotations 1.3.6.2 Roundtable 1.3.6.3 Three-Step Interview 1.3.6.4 Thinking-Aloud Paired Problem Solving 1.3.6.5 Think-Pair-Square 1.3.6.6 Peer Editing 1.3.6.7 Reciprocal Peer Questioning 1.3.7 The use of group work in classroom 1.3.8 Key stages in group work 1.3.8.1 Group familiarisation 1.3.8.2 Group planning 1.3.8.3 Implementation of plan 1.3.8.4 Completion of activity 1.3.8.5 Evaluation of group performance 1.3.9 Assessment of group work 1.3.10 The advantages and disadvantages of group work 1.3.10.1 The advantages 1.3.10.2 The difficulties 1.4 Pair work 1.4.1 Definitions 1.4.2 Structure of pair work activities 1.4.3 Pair work kinds 1.4.3.1 Open Pairs 1.4.3.2 Closed Pairs 1.4.4 Group work and pair work formats 1.4.4.1 Groups into pairs 1.4.4.2 Pairs into groups 1.4.5 How to set up pair work 1.4.6 Pair works activities 1.4.6.1 Roll the ball 1.4.6.2 Information gap 1.4.7 Advantages of using pair work 1.4.8 Disadvantages of using pair work 1.5 Conclusion Chapter Tow: Foreign Language Learners’ Anxiety 2.1 Introduction 2.2 Foreign Language learning Anxiety 2.2.1 Definition 2.2.2 Foreign Language learning Anxiety 2.2.3 Foreign Language learning Anxiety causes 2.2.4 Trait, State and Situation Specific Anxiety 2.2.5 Components of Foreign Language learning Anxiety 2.2.6 Communication Apprehension 2.2.7 Test Anxiety 2.2.8 Fear of Negative Evaluation 2.3 Anxiety in Foreign Language Classroom 2.3.1 Foreign Language Learning Anxiety and the Affective Filter 2.3.2 Teacher as Facilitator 2.3.3 Anxiety and Motivation 2.4 Conclusion Chapter Three: Field Work, Research Methodology and Data Analysis 3.1 Introduction 3.2 Students’ Questionnaire 3.2.1 Participants 3.2.2 Description of the Questionnaire 3.2.2.1 Section one: general information 3.2.2.1 Section two:students’ perceptions about the Group and pair work 3.2.3 Aim of the questionnaire 3.3 Results’ Interpretations 3.3.1 Section one: general Information 3.3.2 Section two: students’ perceptions about the group work and pair work 3.4 Results’ Discussion 3.5 Conclusion 3.6 Recommendations for Students and for further reading General conclusion Bibliography

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