2.4 Positive vs. Negative Evaluation

1. Decide whether the underlined evaluation(s) is/are positive (+) or negative (-).

2. Label the evaluation(s) in order: e.g., + - +

a. Student reticence ( ) during small group discussions is a commonly cited and increasingly researched issue in many EFL classes internationally

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b. Students sometimes complain ( ) of feeling intimidated ( ) by the ‘serious’ nature of the content, and the focus on reading and writing may curb their willingness ( ) to speak freely when that opportunity is given.​

1. Decide whether the underlined evaluation(s) is/are positive (+) or negative (-).

2. Label the evaluation(s) in order: e.g., + - +

This paper aims to discuss the potential benefits ( ) of using music in the EAP classroom to lower students’ ‘affective filter’ (Krashen 1982), which is perhaps unusually high for many learners in these classes.​

1. Decide whether the underlined evaluation(s) is/are positive (+) or negative (-).

2. Label the evaluation(s) in order: e.g., + - +

d. This will allow us to draw conclusions about the extent to which students feel there is potential for music to stimulate ( ) small group discussion and enhance ( ) learning at tertiary level.​

1. Decide whether the underlined evaluation(s) is/are positive (+) or negative (-).

2. Label the evaluation(s) in order: e.g., + - +

Potentially, background music could be a stimulation ( ) for discussion amongst reticent students…​

1. Decide whether the underlined evaluation(s) is/are positive (+) or negative (-).

2. Label the evaluation(s) in order: e.g., + - +

f. In the high-pressure ( ) environment of an EAP classroom, however, reticence ( ) and anxiety ( ) are often present...