大學英語口語教學與情感焦慮研究

英語論文編號:YY604  論文字數:7845.頁數:23

Contents

1. Introduction………………………………………………………………………….1
2. Anxiety—Review of the Relevant Literature………………………………………2
2.1 The Definition of Anxiety and Language Anxiety…………………………………..2
2.2 Three Perspectives of Anxiety Study………………………………………………..3
3. Sources of Language Anxiety……………………………………………………….5
3.1 Self-esteem……………………………………………….........................................5
3.2 Tolerance of ambiguity……………………………………………………………...6
3.3 Risk-taking……………………………………………….........................................6
3.4 Competitiveness …………………………………………........................................6
3.5 Social anxiety…………………………………………….........................................7
3.6 Test anxiety………………………………………………………………………....7
3.7 Identity and culture shock………………………………..........................................8
3.8 Beliefs……………………………………………………………………………....8
3.9 Classroom activities and methods……………………………………………….....9
3.10 Instructor-Learner Interactions………………………............................................9
4. The impact of anxiety……………………………………………………………....9
4.1 Facilitating aspect…………………………………………………………………..9
4.2 Debilitating aspect ………………………………………………………………...10
4.3 Two interviews……………………………………………………………..……....10
5. The stratagies to conquer the anxiety………………………………………..…...12
5.1 From the student's aspect………………………………………………………….12
5.2 From the teacher's aspect………………………………………………………….13
5.3 From the classroom teaching techniques………………………………………….13
 Proper Teaching Ways to Complete the Tasks………………………………………...15
6. Conclusion……………………………………………………………………….....16
Acknowledgements……………………………………………………………….…..17
References…………………………………………………………………………….18

 摘    要
 自20 世紀70 年代開始，國外許多心理學家和語言學家便著手研究焦慮對外語學習的影響。雖然部分語言學家認為某些焦慮會促進外語學習，但大部分調查都表明焦慮對外語學習具有負作用。此外，調查還發現最大的焦慮往往與口語活動中的不愉快經歷有關，這主要是源于口語交際直接、及時、不可預測等特點。國內從上世紀80 年代開始便不斷有外語界人士對焦慮進行實證研究，結果同樣證實焦慮對于外語學習的成績有很大的負面影響。對口語學習和交際過程中出現的焦慮所進行的調查，更進一步證實了焦慮對口語學習具有巨大的阻礙作用。
 本文主要以情感焦慮與大學英語口語教學為中心展開研究。大學英語口語教學歷經多年的改革，如今亦存在很多問題，如學生不積極參與口語練習、教師不合理安排課堂活動等，一直阻礙著口語教學效率的提高，這也引起了相關人士的重視。本文擬分析口語課堂中焦慮產生的原因并嘗試從學生方面、教師方面和課堂組織形式方面探討如何降低焦慮的程度，從而實現教學相長。

 關鍵詞：英語口語教學；焦慮；課堂教學

 ABSTRACT
 Since 1970s, many psychologists and linguists abroad have done researches about the influence of anxiety on foreign language study. Although few of these linguists consider that some kinds of anxiety can facilitate foreign language study, most of studies indicate that anxiety have negative influence on foreign language learning [7]10. Besides, the studies point out that the biggest anxiety usually relates to the unpleasant experience during the oral activities [5]12. It’s mainly caused by the characteristics of oral communication which is direct、timely and unexpected[16]215. At home, since 1980s, some foreign language learners have started to do experiments and studies continually, the results also confirmed that anxiety would hinder the achievement of language learners. What’s more, the investigations on the anxiety happened during oral learning and communication further proved that anxiety greatly hindered oral study.
 The research this thesis mainly focuses on the affective anxiety and college oral English teaching. Although college oral English teaching has experienced years’ of revolution, there are still many problems. For example, students take part in oral practice inactively, teachers organize classroom activities inappropriately, etc., and these have always hindered the upgrading of teaching rate of oral English, which have arouse people’s concerns. This thesis intends to reason out the causes of anxiety, and discuss about the ways to reduce the degree of student’s anxiety from student’s aspect、teacher’s aspect and forms of classroom organization in order to improve both the teaching and learning of oral English.

Keywords：oral English teaching; anxiety; classroom teaching