On Anxiety of English Exams in Middle School 中学生英语考试焦虑.docx

On Anxiety of English Exams in Middle School 中学生英语考试焦虑.docx

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OnAnxietyofEnglishExamsinMiddleSchool中学生英语考试焦虑

OnAnxietyofEnglishExamsinMiddleSchool

中学生英语考试焦虑

Abstract:

Testanxietyhasarousedtheattentionbyeducationalfieldsandacademicfields.Itisestimatedthatthefieldoftestanxietyresearchisapproximatelyfiftyyearsold.Testanxietyisoneoftheemotionaldisordersformiddleschoolstudents.Immoderatetestanxietyisanegativemood,whichbelongstopsychologicalproblem.Itnotonlyaffectsmiddleschoolstudents'testscores,butalsoaffectsmiddleschoolstudents'physicalandmentalhealth.Basedonthedefinitions,classificationsandreasonsoftestanxiety,theauthorofthispaperbringsforwardsuchmethodsascognitiveadjustment,emotionaladjustmentandbehaviouraladjustment.Indetail,theauthoradoptedcognitive-attentionaltrainingandself-confidenttraininginregardtocognitiveadjustment,adoptedcommunicationandeducationalinstructionintermsofemotionaladjustment,andadoptedprogressivemusclerelaxationtraininganddeepbreathingtrainingintermsofbehaviouraladjustment.Thispapermainlyfocusesonthosemethodsandtheauthorusedthosemethodsinreality.Inconclusion,thosemethodstendtomakestudentshavetherightattitudetowardsEnglishexams,whichcontributetoalleviatingstudents'testanxiety.

Keywords:

testanxiety;middleschoolstudents;adjustment;training

摘要：

考试焦虑已引起教育界和学术界的关注，考试焦虑的研究大约有五十年的历史。

考试焦虑是中学生情绪障碍之一。

不当的考试焦虑是一种消极的情绪，它属于心理问题。

考试焦虑不仅影响学生的考试成绩，而且影响学生身心健康发展。

基于对考试焦虑的定义，分类及其缘由，作者提出认知调节法，情感调节法，及其行为调节法。

在这篇文章中作者采取的认知调节法包括认知注意训练法和自信训练法，情感调节法包括谈话法和教育指导法，行为调节法包括逐步肌肉放松训练和深呼吸训练。

这篇论文主要研究这些方法，作者把这些方法用于实践。

总的来说，这些方法使中学生对英语考试有了正确的认识，缓解了中学生英语考试焦虑，从而引导中学生身心健康发展。

关键字：

中学生；考试焦虑；调控；训练方法

Content

1.Introduction........................................................................................................1

2.BasicInformationaboutAnxietyofEnglishExamsinMiddleSchool...............3

2.1Definitionsoftestanxiety..............................................................................3

2.2Typesoftestanxiety.......................................................................................3

3.ReasonsofAnxietyofEnglishExamsinMiddleSchool....................................5

3.1TheexternalfactorsofanxietyofEnglishexamsinmiddleSchool..............5

3.2TheInternalfactorsofanxietyofEnglishexamsinmiddleSchool..............6

4.MethodsofReducingAnxietyofEnglishExamsinMiddleSchool..................9

4.1Methodsofcognitiveadjustment...................................................................9

4.1.1Cognitive-attentionaltraining...............................................................9

4.1.2Self-confidenttraining..........................................................................9

4.2Methodsofemotionaladjustment..............................................................10

4.2.1Communication...................................................................................11

4.2.2Educationalinstruction........................................................................12

4.3Methodsofbehaviouraladjustment.............................................................12

4.3.1Progressivemusclerelaxationtraining................................................12

4.3.2Deepbreathingtraining.......................................................................13

5.Significance........................................................................................................14

6.Conclusion.........................................................................................................15

WorksCited…......................…………………………………………..…………17

Acknowledgements

Manypeoplehaveofferedmethevaluablehelpinmythesiswriting.Mysincerethanksfirstgoestomyacademicsupervisor,forherconstructivesuggestions,valuableideas,insightfulcomments,patientguidance,andencouragement.Withoutherstrongsupport,thisthesiscouldnothavebeencompleted.

IamsodeeplyindebtedtoalltheteachersintheEnglishDepartment.Theirwiseguidanceandtenderinstructionshavebeenofgreathelptomystudy.

Ialsoacknowledgemythankstomyfriendsfortheirtendercare,generoushelp,andmeaningfulcommentsonthestudy.

Finally,Iwanttoexpressmygratitudetomyparentsfortheirsupport,loveandencouragementwhichhavesupportedmetoovercomedifficultiesandachievethefinalsuccess.

1.Introduction

Englishlanguageisaninternationallanguage,itslearningispopularintheworld,soisinChina.EnglishexamsbecomemoreandmoreimportanttoteachingandlearningandEnglishexamsareaprocessofEnglishlearning,whichmeansEnglishexamsaresoimportantandnecessarytosomeextentforstudentsthemselves.However,someEnglishteachers,somestudentsthemselvesandtheirparentsdonotdealwiththeEnglishexamsinarightway,theypaymuchattentiontothescoresofEnglishexamsregardlessoftheotheraspects.Somemiddleschools'Englishteachersoftenclassifystudents'levelbymeansofEnglishexams,whichresultsintheanxietyofEnglishexamsinmiddleschool.ThecurrentsituationofmiddleschoolstudentsinEnglishexamsisnotpleasurable.Englishteachersusuallyadoptdiagnostictests,whichidentifystudents'strengthandweaknessasoralEnglishexams.ThesituationofusingdiagnostictestsinmiddleschooltoclassifystudentsatdifferentlevelsistoleadtotheanxietyofmiddleschoolstudentsinEnglishexams.Nevetheless,manystudentsareafraidofthediagnostictestsbecauseofpsychologicalproblems.Inaddition,theEnglishcontentsaretooheavytobearformiddleschoolstudentstosomeextentbecauseoftimepressure,knowledgepreparationandotherreasonsofstudents.Theunsuitabletestingenvironmentisanothercurrentsituation.TheEnglishtestsareinahigh-stakesenvironmentinsteadofarelaxingandfreetestingenvironment,whichleadstostudents'anxietyandnervousnesstoEnglishexams（郑日昌、陈永胜，65-72）.

Itisnosurprisethatstudentsareaffectedbytestanxiety.Testanxietyhasbothnegativeandpositiveeffectsonstudentsinmiddleschool.ThispapermainlytalksaboutthenegativeeffectsofanxietyofEnglishexamsinmiddleschool.Ingeneral,testanxietynotonlyaffectsstudents'performance,butalsoaffectsstudents'physicalandmentaldevelopment.Testanxietyisanexampleofamal-adaptiveanxiety.Thisformofanxietyisexperiencedasadisruptionofthecapacityofstudentstothink,concentrate,andremember.Anditisusuallyaccompaniedbysuchphysiologicalsymptomsasmusculartension,headaches,andevennausea（MitchellandIngham69）.Testanxietyisastateinwhichanindividual’sperformanceontestsisinhibited.Itaffectsstudents'listening,speaking,readingandwritingperformanceaccordingly.AccordingtoBruch'research,thehightestanxiousstudentsareliabletoperformmorepoorlythanthelowtestanxiousstudents,particurlarlywhenthetestsareadministeredunderstressful,evaluativeconditions.Thedifferenceinperformanceislargelyduetotheattentionalfocusbetweenthehighandlowtestanxiousstudents.Thelowtestanxiousstudentsfocusuponthetaskreleventvariablesduringthetaskperformance,whilethehightestanxiousstudentswhoarefocusinginternallyonself-evaluation,self-deprecatingthoughts,andanincreasedawarenessofone'sautonomicresponses.

Thepresentthesismainlystatesthedefinitionsandtypesaboutthetheoreticalinformationoftestanxiety,thereasonsofmiddleschoolstudents'testanxietyandthemethodsofalleviatingandreducingtheanxietyofEnglishexamsinmiddleschool.Italsorelatesthesignificanceofalleviatingoftestanxietyinmiddleschool.

2.BasicInformationaboutAnxietyofEnglishExamsinMiddleSchool

2.1Definitionsoftestanxiety

Differentresearchersmayhavedifferentopinionsabouttestanxiety,sothedefinitionsoftestanxietyarevarious.Thispaperstatessomeofdefinitions.

Testanxietymaybedefinedasasituation-specificpersonalitytraitthatcontainsacognitivecomponent,called"worry",andanaffectivearousal-relatedcomponent,called“emotionality”（Schwarzer4）.Thisconceptemphasizesthecognitivedeterminantsofstudents'anxietyreactionsinevaluativesituationsandassumes.

Testanxietyisaspecialcaseofgeneralanxietyconsistingofphenomenological,physiological,andbehavioralresponsesrelatedtofearoffailure（Sapp183）.

Theterm"testanxiety"asascientificconstruct,referstothesetofphenomenological,physiological,andbehavioralresponsesthataccompanyconcernaboutpossiblenegativeconsequencesorfailureonanexamorsimilarevaluativesituation（Zeidner17）.

Accordingtotheabovedefinitions,testanxietyincludesthreefacets,thatis,cognitivefacet,affectivefacet,andbehaviouralfacet.Theyarethecomponentsoftestanxiety.

2.2TypesofTestAnxiety

Testanxietyincludescognitivefacet,affectivefacet,andbehaviouralfacet.Eachfacetrepresentsadistinctresponsechannelthroughwhichtestanxietymaybeexpressed.

First,cognitivefacetofanxietyrelatestwolinesofresearch.Oneiscognitiveexcessesresearch,whichinvolvesself-preoccupationandself-focusesruminativethoughts.Anotheriscognitivedeficits,involvingthereductionincognitiveprocessessuchasattention,memory,andretrieval.

StudentswhohavethesymptomsofcognitiveexcessesandcognitivedeficitsareabletobecomeanxietyduringEnglishexams.

Second,theaffectivefacetismadeupofsubjectivemanifestationsofemotionalarousalandtensionaswellasobjectivesomaticsymptomsofphysiologicalarousal（Zeidner67）.Thetwocomponents