|dc.description.abstract||This study was aimed at giving a scientific answer to the following problem
questions, namely, what communication apprehension connotes: whether
students in a parallel medium school suffer from communication apprehension;
which factors cause communication apprehension in the classroom, and what
measures the teacher can take to prevent or overcome communication
apprehension in the classroom.
To answer these questions, a literature study on communication apprehension
was first undertaken. Communication models and the evaluation of such
models were investigated. Communication as a phenomenon was also applied
to the classroom situation, and the conclusion was reached that interaction is a
prerequisite for communication, and, consequently, also for effective teaching.
Communication apprehension interferes with the success of the communication
process in the classroom, as well as with the teaching-learning process. To
delineate communication apprehension more clearly, the causes of
communication apprehension and its influence on the teaching-learning situation
were also studied. Guidelines for preventing and overcoming communication
apprehension were lastly investigated.
The empirical study was based on the completion of the PRCA (Personal Report
on Communication Apprehension) by students from a parallel medium school
in Klerksdorp, namely the Alabama Secondary School. The following results
were obtained: • An average communication apprehension of 62,5% for Afrikaans speaking
students versus an average of 63,4% for students speaking other languages. • The average percentage of communication apprehension for students whose mother tongue is Afrikaans is quite high, whether they communicate in Afrikaans (60,2%) or English (64,3%). • The average percentage of communication apprehension for students whose mother tongue is other than Afrikaans is quite high, whether they communicate in Afrikaans (66,0%) or English (59,2%). • The average percentage of communication apprehension of girls is somewhat higher than that of boys. • The communication apprehension of the students is the highest when they participate in public debates, and the lowest when they participate in ordinary conversations. • A fear of failure, a lack of confidence, and the teaching style of the teacher are endorsed as possible causes of communication apprehension, while a lack of communication skills is not a major cause. • The responses of the teachers identified guidelines for preventing and overcoming communication apprehension in students, of which some are in line with the literature, and others are new interesting ideas. Research on communication apprehension in parallel medium schools ought to be extended to include students from primary schools as well. The apprehension of all students to communicate in their mother tongue should also be investigated. The high level of communication apprehension in students ought to be investigated with the aim of developing programmes for inhibiting communication apprehension in students.||en_US