英语课堂焦虑对小学生英语学习的影响文学学士Word文件下载.docx
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Keywords:
Englishclass;
pupil;
anxiety
中文摘要
在英语学习过程中,人们越来越关注学习者的情感因素。
美国语言教育学家克拉申在他的情感过滤学说中指出,焦虑或放松在情感过滤中起着关键性的作用。
可见焦虑可能是语言学习中最大的情感障碍。
本文主要指出了在小学英语课堂上焦虑情绪的广泛存在性,探讨了小学生英语课堂焦虑情绪的种类和引发的原因。
许多先前调查结果显示,不同性别、英语课堂气氛、学生成绩和师生关系都会是引发小学生英语课堂焦虑的主要因素。
此外,本研究者结合与教师教学活动相关的焦虑因素,提示教师应采取积极的措施帮助学生减轻外语焦虑,以提高英语学习的效率。
最后,文章指出了关于更多对小学生外语课堂焦虑研究的呼吁。
关键词:
英语课堂;
小学生;
焦虑
1.Introduction
Withtherapidpaceofhumanismpsychology,thefocusofteachingmethodsstartedtoshiftfromhowtoteachtohowtolearn.Educationalworkerstransferthewaytoresearchallkindsofelementsinfluencinglearner’sEnglishstudyfromresearchingteachingmethodsinrapidsuccession.Amongsomanyelements,affectivequalityisnodoubtthemostimportantoneofthem.AndthefeelingofanxietyinEnglishclass,asoneofthesignificantelementforEnglishlearner,hasbecomeanincreasingresearchingtopic.WiththeageofEnglishlearnerisbecomingyoungerandyounger,moreandmorepupilsbegantohaveEnglishcourse.Fromtheautumnof2001,educationdepartmentgraduallysetupEnglishcourseinprimaryschools.Afterdoingsomeresearchbothathomeandabroad,Ihavefoundthatthegreaterpartofresearchobjectisseniorandhighereducationalstudents.AndthereisrarelyresearchofpupilsinstateofanxietyinEnglishclass.Moreover,mostoftheresearcheselaboratethetheoreticalstatementofaffectivequalitybutnotinvolveinactualsituationwherepupilswithforeigneducationalteachingfeelanxiety.Infact,anxietyofEnglishlearningisspreadinginpupils.InordertoimproveourefficiencyinEnglishteachinginprimaryschool,thispaperhasadeepanalysisdealingwithpupilsbyleasingtheirstateofanxiety.
1.1definitionofanxiety
Anxietyisthedistressorunpleasantfeelingscausedbyupcomingdangerorpotentialthreatsinlife.Accordingtotheencyclopedia,itisdefinedasfollows:
anxietyisanuneasyandscaredmoodconditionthatoccurswhenanindividual'
sself-esteemisundercontinualpressuretriggeredbyworriesthatonemaynotbeabletoachieveagoalorovercomeanobstacle.Itofteninvoluntarilyaffectsone’smental,cognitive,behaviorandsomaticstates.Itsmainsymptomsincludepsychologicalandphysiologicalanxieties.Asamatteroffact,anxietyisaninherentreactionofself-preservationofhumankind,appropriateamountofwhichwillbenefitone'
slifeexistenceanddailylifewhileexcessiveamountofwhichwillholdbackwork,studiesandlife.
1.2Thecauseofpupil‘anxietyinEnglishlearning
Students’anxietiesarecausedbyinteriorfactorsoftheindividualorexteriorfactorsoftheenvironment.ThesefactorsinterwoventogethertriggeredanxietiesintheprocessoflearningEnglish,thusaffectingthelearningeffects.IthasbeenobservedthatclassroomanxietyisgraduallyemergingtothesurfaceaspupilslosetheinitialcuriosityconfusionabouttheEnglishclasses.Itisalsonotablethatmostparentscannotproperlytutortheirchildrenastheycaninothersubjects,sinceEnglishisnewlyaddedtothecurriculum.SowhattheydoissimplytoemphasistheimportanceofEnglishlearning.Oncethepupilscannotadaptthemselvestotheteachinginclass,theywillfeeluneasyandafraidofdifficultieswhenfacedwithaheavyloadofinformation.Iftheyhavenotformedgoodhabitsoflearning,itisquitelikelythattheywillloseinterestandconfidenceinlearningandfeelanxious.Anxietyofdifferentlevelsandformswillhaveanimpactonlearningeffects.
1.3LiteraturereviewofstateofanxietyinEnglishlearning
Fromthe1970’s,foreignteachingmethodsstartedtoshiftfromhowtoteachtohowtolearn.Oneimportantresearchareaisaboutindividualdifferences.Undersuchcircumstance,someresearchersalsobegantopayattentiontoaffectivequalitylikeattitude,motivation,disposition,anxiety,empathy,confidenceandotherelementininfluencinglanguagestudy.Andtheword“anxiety”hasbeenfollowedwithinterest.ReprehensivecharactersinthisareaareHurwitz(1986),Philips(1992),change(1994),gunshotandsparks(1996),aide(1994)andchange(1998).Thesescholarshaddoneagreatdealofresearchinpurposelanguagelearningindifferentsituationandtherelationshipwithanxiety.Forexample,HurwitzconsideredthatanxietyinEnglishclassmaycontainthreeaspects:
communicationapprehension,fearofnegativeevaluation),andGeneralFeelingofAnxiety.HealsodesignedtheFLACAS(ForeignLanguageClassroomAnxietyScale)whichwaslaterwidelyusedinforeignlanguagestudy.Inourcountry,someeducationalworkershavedonesomeresearchonanxiety.Liurunqinghaveconsideredthatbeingabsolutelyfreefromanxietydoesnotbenefittostudents.Soastothosewhoarecompletelyinstateofanxiety.Themoderatestateofanxietyisthebest.Atthesametime,someeducationalworkersalsomakepositivecontributiontotheresearchofanxiety.Forexample,theauthorofthebook(TheInfluenceofForeignTeacher’ManneronStudent’EnglishLearning)ChenjingandDengxiaofanganalysishowtheforeignteacherinfluencethestudent’Englishlearninginreading,writing,andlistencomprehension.Theyalsopointedoutthatwithoutanystateofanxietyandwithinhigherstateofanxietybothdoharmtolearner’sEnglishstudy,yetthemoderatedegreeofanxiousfeelingcanbenefittoEnglishlearning.Suchresearchesaboveallmakeimprovementtothestudyofanxiety.
2.StateofAnxietyInfluencePrimarySchoolStudentsinEnglishlearning
2.1ThereactionofEnglishClassroomAnxietytoPupils
Anxietyisastateofmood.Thekindofmoodconducivetothefulfillmentoftasksiscalledpositivemood,whilethekindimpedingthecompletionofgoalsiscallednegativemood.Asageneralrule,anxietyiscategorizedasanegativemoodasopposedtohappiness,apositivemood.However,anxietyshiftsbetweennegativeandgoodmoodsasitslevelschangeintheactualpracticeofclassroomteaching.Inthissense,anxietyandhappinessarenotabsolutelyopposingexperienceofmood.Therearethreelevelsofanxiety:
moderate,lowandhigh.ThemoderatelevelhaspositiveeffectsonclassroomEnglishlearningofpupilswhilethelattertwoareprovedtobeotherwise.Detailedsymptomsareasfollows.
2.1.1Fidgety.
Thismoodnaturallyoccurswhenpupilshavebeennervousforalongtime.Thesymptomsarequiteobviousaspupilstooyoungtohaveagoodcontroloverthemselves.Fidgetyofallkindscancontributetorestlessness,palpitationanddizziness,whichmayleadtopupils'
failuretocontroltheirbehaviors,suchaswriggling,playingwithhairorclothes,trembling,orothersymptomsindicatingillnesssuchascomplaintsaboutheadaches,tweaksofmusclesandindefinablepainsinbody.
2.1.2Autopunition.
Inthemoodofanxietyinclass,pupilswillfeelscaredoftheEnglishstudies.Thatis,theyareafraidofspeaking,writingorreadinginthewrongway.Theycannotdemonstratewhattheyarecapableofundersuchcircumstances,sotheywillhavesufferlossesofmarksinEnglishtests,whichinturnaddstotheirguiltyfeelings.Theyoftenreproachanddoubtthemselves.ThisisaviciouscyclethathindersEnglishlearninginclass.
2.1.3Sensitiveness.
Sensitivepupilsareafraidoflosingself-esteemaswellasbeingmockedbypeersandcriticizedbyteachers.Sometimespupilstaketeachers’casuallooksorreminderasnegativehintsorseverecriticism.
2.1.4Illusion.
Inthiscase,pupilstendtobeperfectionists.Whentheyseetheprogressotherstudentsaremaking,thosewithanxietyoftengotoextremesanddonotallowthemselvestomakemoremistakesthanothers.Furthermore,over-anxiouspupilsworkexcessivelyhardonlearningEnglish,avoidthepublicanddarenotlookatothersintheeyes.
2.2TheInfluenceonPupil’sEnglishClassroomAnxiety
2.2.1ToInfluencethePupil’sEnglishListeningComprehension
Listeningcomprehensionisacomplexprocess,whichdoesnoexistinspace,butonlystaysinacomplexprocess,whichismoredemanding,forlistenerscannotgobacktowhattheydonotunderstand.Listeningisoneofthemostimportantaspectstobroadenthepupil’sinterestofEnglish,especiallytothepupilswhocannotcatchthespeaker’smainideas.Thecharacteristicsoflisteningmaterialsincludespeed,pronunciation,lengthoflisteningmaterials,thelevelofvocabularyandthetopicofthematerials.Atthissituation,pupilswhoislackofconfidenceorlisteningstrategieswillfindthatitisdifficulttodealwiththecominginformationpromptly,thustheyfeelworriedandfinallyfallintoastateofanxiety.
2.2.2ToInfluencethePupil’sOralEnglishExpressionandEnglishcommunication
Inreactiontoanxiousmoodspupilsoftenfeelnervousandareataloss.Sotheybecomepassivelistenersandreceiversofknowledge,lackinginopportunitiestopracticeandcommunica