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EFFECTIVENESS OF READER RESPONSE PEDAGOGY ON COMMUNICATION APPREHENSION IN AN ELT CLASSROOM

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Author(s): Rincy Mol Sebastian | Dr. K.P. Meera

Journal: The Dawn Journal
ISSN 2277-1786

Volume: 02;
Issue: 02;
Start page: 576;
Date: 2013;
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ABSTRACT
Ability to communicate effectively in English is always a well-established goal in ELT. The obstacle in the process of effective communication is commonly Communication Apprehension (CA). A number of classroom techniques are designed to alternate the fear of communication and to promote and practice communication. The Transactional Reader Response Approach developed by Louise Rosenblatt (1996) is the model most amenable to communicative uses of literature in ELT. The active and communicative nature of reader response would complement the other modern trends in ELT. The aim of the present study was to investigate the effectiveness of Reader Response Pedagogy on Communication Apprehension. The sample of the study consisted of 72 higher secondary students and equal number of students are in Experimental and Control group. The Experimental group was taught by using Reader Response Pedagogy and the control group with the Existing method of teaching. A pretest and posttest was administered before and after the completion of the treatment. The data were analyzed using the tests of significance for difference between means scores of the Experimental and Control group. The result revealed that there is significant difference in the mean scores of the Experimental and Control group.
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