Catalogo de Investigaciones 2018-2019

CATÁLOGO DE INVESTIGACIONES | AÑO ACADÉMICO 2018-2019 99 Perceptions of Puerto Rican English Language Learners from a Private University The current research identified Puerto Rican English language learners’ perceptions of second language anxiety and identified aspects or elements of the English class that provoke language anxiety, according to first year university students’ perceptions. The participants completed the Second Language Anxiety Perceptions Questionnaire designed by the researcher to describe their perceptions on language anxiety during the English class and the different aspects that they might relate to language anxiety. Two open questions also collected students’ perceptions. The research included a sample of 18 first year university students from a private institution in the south of Puerto Rico. The perception of the sample of Puerto Rican first year university English language learners on language anxiety during the English class is that sometimes they forget how to say a word; it makes them panic to participate in the English class, without having prepared themselves; they feel nervous when speaking English in class; sometimes they tremble when they know they have to speak English in class. It makes them panic to participate in regular classes, without having prepared themselves. The element of the English class the students most relate with language anxiety is speaking in class. Participants also expressed feeling anxiety when they do not understand the teachers very well, mainly because it is a subject they do not feel confident of knowing. Another aspect mentioned is the many grammatical rules English has, according to their perceptions. The investigator provides, as a contribution, a list of activities for English teachers to reduce anxiety levels in their students. They are good for students at any level. reynaldo meléndez anaya maestría en educación con especialidad en enseñanza de inglés como segundo idioma mentor: dra. irma n. rodríguez vega nivel de apoyo nivel de cambio gestión educativa superintendentes directores de escuela