خلاصة:
Psychological barriers have always had negative effects on English learning. This research was done to compare the efficiency of TBILT and TBLT on learners’ fear of negative evaluation. The statistical population included all 4200 Babol Azad University students of whom 320 were volunteers to participate in English language classes via public invitation. Then, 90 students were selected using available sampling model and were placed randomly in three groups (two experimental and one control). Before starting teaching, Leary’s fear of negative evaluation questionnaire with Cronbach’s alpha of .769 was administered, and then using three methods namely TBILT in the first experimental class, TBLT in the second one, and Traditional method (GTM) in control group, the teacher taught in 20 sessions, 90 minutes each. After the post test, the two-way single variable co-variance and the Post Hoc Tukey Test revealed that both experimental groups did much better than the control group (p <.001). On the other hand, the TBILT group acted much stronger than the TBLT one (p <.001).
ملخص الجهاز:
After the post test, the two-way single variable co-variance and the Post Hoc Tukey Test revealed that both experimental groups did much better than the control group (p Keywords: TBILT, TBLT, fear of negative evaluation, heterogeneous class Introduction The necessity of learning English in the era of science, technology and communication is an absolute need (Khani & Tarlani, 2016); however, there are some barriers –linguistic or psychological- for some learners to get through it as a foreign language (Sharma & Sharma, 2017).
The history of language teaching in most Asian countries including ours, reveals that rather than receiving joy and merits from the benefits of learning an international language, most language learners feel a kind of despair, anxiety, apprehension, and inefficiency (Atef & Kashani 2011; Sadighi & Dastpak, 2017), except those who based on inner influential personality traits have the required arousal to deal with the case (Mastan & Maarof, 2014).
It is crystal clear that a great number of learners suffer from shared barriers due to their similar psychological characteristics (Chen, 2005), including lack of motivation (Kormos & Csizer, 2008), anxiety (Liu & Huang, 2011), fear of negative evaluation (Aydin, 2008), psychological stress as the result of negative thinking (Sampson, 2018), negative attitude toward western languages and their native speakers (Elyildirim & Ashton, 2006), lack of the required self-confidence (Dornyei, 2003) and many others which have always acted as the interventions.