INTRODUCTION

This research entitled fostering risk taking behavior through pair work activities
started from two observations, whereas ten Ninth B students avoided taking
risks to participate in the development of speaking activities in English class,
because of they were concerned of making mistakes and working alone. In this
sense, Bang1 (1999) stated that, risk taking behavior is fundamental in language
learning, especially in speaking activities since it gives more backgrounds to
the learners to participate in class. That is why, the need to find a solution to
promote risk- taking behavior in this particular group of learners in Santa
Barbara school.

Based on the above, this study will aim to promote risk taking through pair work
activities to encourage learners’ participation in speaking activities. In
accordance with, Young2 (1991) risk - taking is vital to achieve success in
language learning. On the other hand, the study will be developed as a case
study, given that it will be conducted in a particular classroom and it will
examine a particular case, Ninth B student in Santa Barbara school (Rivera-
Huila). Further, the participants in this research study will be eight Ninth B
learners with a low English level, and a teacher who has a bachelor degree in
English teaching as a foreign language.

Furthermore, the entirely course of action in the project will begin with the
interviews and the observation during August and October of the year 2010. In
this period, students will be interviewed and observed several times, showing
the same difficulties mentioned above, it will be planned a proposal and a
literature review will be carry out to discover some academic foundations to
support the study.

After this step, it will be chosen the methodology, which will be selected
according to the view of Yin (2003), Bang3 (1999) and Luft (2007).Once it will be
finished, the examination of date will initiate. In this case, data will be collected
and examine throughout qualitative design, which will assist the study to
disclose the findings and reach the conclusions to make suggestions and add
new information to teaching-learning process. In general, this research project
presents three major components, which will best illustrate every step in an
investigation process. Accordingly, the first chapter has the statement of the
problem and its stages. The second chapter contains the theoretical frame
which will support the study. The third, chapter talks about the research design
and methodological factors. Finally, the findings and conclusions will be offered
to future research.
 BACKGROUND INFORMATION

Previous studies on risk taking behavior have shown that in ESL / EFL learning,
risk taking plays a significant role since it increases learners’ proficiency in the
target language, giving experience to students to contribute actively in speaking
activities in class. That can be noted in studies such as: Beebe’s4 (1983)
trainers take risk when they take opportunities to play a part in class. That is to
say, risk taking is a key factor in language learning, because of it gives learners
the necessary ability to take part in class discussion. Rubin6 (1975), Ely (1986),
Samimy and Tabuse7 (1992) et al. They all concluded that risk taking behavior
is fundamental in language teaching-learning.

Moreover, Young8 (1991), Bang9 (1999) and Luft10 (2006) have shown that in a
language classroom setting, taking risks in the target language is related to
greater language ability. That is, risk-taking was shown as great opportunity to
become best problem solver which generates to students more background and
heighten their proficiency in l2.Thus, researchers mentioned above suggest
that, risk-taking in foreign language learning leads to superior foreign language
skill.

On the other hand, Bang11 (1999) also asserted that, pair work activities help
learners to increase risk taking behavior to take part in the development of the
class; given that , they feel calm when working together. In the same pattern,
Rulon and Mccreay 12(1986) suggested that in pair work activities learners learn
more and feel better toward learning process. Similarly, Long, Adams and
Melean13 (1976) proposed that in pair work activities, learners participate more
and gain confidence to risk –taking. Finally, McFadden14 (2005) proposed that
learners like working with partners, because of that assist then to be more
involved in the activities.

Even though, some researchers have concluded that risk taking behavior is
fundamental in language learning, especially in speaking activities whereas
taking risk leads to greater language ability, the case in Santa Barbara school
is very particular , because of these eight learners do not take part in English
speaking activities.
Description of the problem

Young8 (1991), Bang9 (1999) and Luft10 (2006) have concluded that in a
language classroom setting, taking risks in the target language is related to
greater language ability 16 .Therefore it is essential for students to be able to
risk- taking in order to master the language and to participate in speaking
activities. However, during two observations in Ninth b students, in Santa
Barbara School in Rivera-Huila; eight students did not take- risk in English
speaking activities. Consequently, they were not taking part in the lessons and
looked frightened to express in these activities. On the other hand, Rulon and
Mccreay 12(1986) suggested that in pair work activities learners gain more
knowledge and feel better toward learning process. But , these eight students
were working alone and maybe these situations intimidate them to take risk and
to express their opinions and feeling in the development of the lessons.

Even, up now, no one study has been applied to encourage Ninth B students
risk taking to participate in speaking activities in English in Santa Barbara
school, it is possible to promote risk taking through pair work activities, where
learners work together a classmate, in order to contribute in speaking activities.
Therefore, students will play a major role in speaking activities because they get
confidence from a co-worker to actively participate in the lectures.
The Cohort 3 students are among the English teachers of tomorrow. Therefore
it is vital for them to be able to master the language and to communicate fluently
in the language in order to produce future generations with a good command of
English.However, there have been complaints from some lecturers regarding
the students’ low frequency of usage of the English language. Among the
frequent complaints heard is the reluctance of the students to communicate in
English especially with their friends. Such a scenario does not augur well for the
future. Are the complaints justified? This study was undertaken to determine if
indeed Cohort 3 students shy away from using English and have a low
perception of the importance of the English language.