阜阳师范学院英语专业论文格式模板文档格式.docx

阜阳师范学院英语专业论文格式模板文档格式.docx

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theRequirementfortheDegreeofB.A.inEnglish

ForeignLanguagesDepartment

FuyangTeachersCollege,AnhuiProvince

April,2000

学位论文

英语口语训练中学生心理障碍解析及对策

某某

（学号......）

指导教师姓名职称讲师

单位阜阳师范学院外语系

专业名称英语教育申请学位级别学士

学位授予单位阜阳师范学院

2013年5月

Abstract

Themodernsocietyischaracterizedbyglobalizationandinformation;

itrequireshighdemandofpeople’slanguagecommunicationskills.OneofChinesefamouslinguistsZhangZhigonghassaidthatthemodernizationrequiresstudentsofaccurate,agile,andeffectivespokenEnglishcommunicationcompetence.Therefore,thetrainingofstudents’oralEnglishcommunicativeskillis21stcentury’sneedtodevelopandalsotherequirement,anditisalsooneofthemostimportanttargetofEnglishteachinginmiddleschooleducation.

Atpresent,intheprocedureoforalEnglishtraining,manyhighschoolstudentsfindthemfacecertainkindsofpsychologicalbarrierswhentheyuseoralEnglishincommunication,whichbecomesthemostsevereexistingprobleminoralEnglishteaching.SomostEnglishteachersfinditdifficulttoovercomestudents’difficultyasaresultoftheirpsychologicalbarriers.Thustheauthorwritesthispaper,basingonrelatedpsychologicalknowledge,studiesthetypesandcausesofpsychologicalbarriersinoralEnglishcommunicationandputsforwardsomemethodsandstrategiesinovercomingthemandimprovingstudents’communicativecompetence,wishingthatthispapercouldbehelpfulfororalEnglishteaching.Moreover,maythispaperremindtheprofessionalandamateurwhoareworkingonthissubject,thusletmorepeoplejoininthisdomainresearch.Bydoingthis,oralEnglishteachingwillenteranewera.

Keywords:

oralEnglish;

psychologicalBarrier;

countmeasures

内容摘要

以全球化、信息化为特征的现代社会，对人们的语言交际能力提出了很高的要求。

中国著名语言学家张志公教授说“现代化要求学生具有准确、敏捷、有效的口语交际能力。

”因此，培养学生口语交际能力是二十一世纪社会发展的需要和要求，也是中学口语教学的重要目标。

目前，在我国的英语口语教学中，很多学生都觉得他们在用口语进行英语交流中都存在着一定的心理障碍，如害羞心理、自卑心理和焦虑心理等。

许多中学英语教师面对这种情况也一筹莫展。

因此，作者写了这篇论文，运用心理学和语言学的有关知识，探讨了中学生心理障碍的类型及成因，提出了克服心理障碍、提高学习者口语交际水平的解决方法和策略，以期待对口语教学有所帮助。

此外，也可以提醒所在行业的专业和业余人士，从而让更多的人投入到这个课题的研究上来，进而把我国的口语教学推进一个新纪元。

关键词：

口语；

心理障碍；

对策

ThesisStatement

ThesignificanceoforalEnglishisobviousandthepsychologicalbarriersareimportantfactorsthatpreventstudentsfromlearningEnglishwell.Soresearchesshouldbedonetoanalyzethecausesandprovidesomecountermeasurestosolvetheseproblems.

Outline

I.Introduction

II.Psychologicalbarrieranditstypes

A.

ThedefinitionofPsychologicalbarrier

B.TypesofPsychologicalbarrier

1.Self-contemptType

2.

TheVanityType

3.TheLearning-disgustingType

4.TheHandicappedType

5.TheDifficulty-afraidType

6.TheCompatibleType

III.ThePresentSituationofOralEnglishTraininginChineseMiddleSchool

IV.AnalysisoftheCausesthatLeadtoPsychologicalbarrier

A.SubjectiveCauses

1.IntellectualFactors

a.LanguageFactor

b.Students’AttitudestowardsEnglishStudy

c.Students’PsychologicalFactor

d.Students’reading,listeningandwritinglevel

2.None-intellectualFactors

B.ObjectiveCauses

1.TeacherandTeachingMethods

2.CulturalDifferences

3.Environmentalfactors

V.TheCountermeasurestoPsychologicalBarriers

A.MakeSoundFoundationforLearningandEnlargetheCultureBackground

B.OptimizetheClassroomEnvironment

C.AdoptInteractiveTeachingMode

D.UseProperCorrectionStrategy

E.UseDifferentStrategiestoOvercomePsychologicalBarriers

F.UseWaysandTechniquesofSpeaking

VI.Conclusion

NowadaysoralEnglishhasbecomeaveryimportantcommunicationskill.Theproblemofhowtodeveloplearners’communicativecompetencecauseswidespreadconcernamongEnglishteachersandeducators.Andgreatimprovementshavebeenmadeinthissubject.However,therearestillproblemsthathinderlearners’progressinthetrainingoforalexpression.Ofalltheseproblems,psychologicalbarrierisoneofthemostcommonbutthemostdifficultproblemtosolve.Itisreallyasystematicprocesstochangethissituation,butiflearnersmakesomedeepresearchonthisproblemandfindoutitstypesandcausesofformationandtakesomecorrespondingmeasurestodealwiththem,theproblemwillsurelybesolved.

II.PsychologicalBarriersandItsTypes

A.TheDefinitionofPsychologicalBarrier

Psychologicallyspeaking,themainpresentationofpsychologicalbarriersarepessimism,worries,anxiety,nervousness,lonelinessanddepression,whichareformedwhenpeopleencounterdifficultiesorfrustrationsintheirstudyorlife（叶亦乾3）..TooralEnglishlearners,psychologicalbarriersareabnormalphenomenathatareformedintheconditionsofnervousness,anxiety,shyness,inferiorityandlackofself-confidencewhendoingoralEnglishcommunications（杜诗春102）.

B.TypesofPsychologicalBarrier

Differentlearnersgotdifferentkindsofpsychologicalbarriers,anddifferentkindsofpsychologicalbarriershavetheirowndifferentfeatures.

AstherearefewopportunitiesforstudentstopracticetheiroralEnglish,somelearnersaregenerallypoorinoralexpression,andtheyareafraidofmakingmistakes.Thus,theyfeelover-nervousandover-anxiousduringclasses.Intheirsparetime,theyalsofeelshamedtotalkwithothers.Thistypeiscalledtraitanxiety.Itismainlydeterminedbythestudents’personality.Thereisanothertypecalledenvironmentalanxiety.Thishappensbecausethestudentsareafraidofteachers’blameandsneersfromtheirclassmates.Therearealsostudentswhoareseriouslylackofself-confidence.Theyjustlookdownuponthemselves,andaresilentorstutteringallthewaywhendoingoralpracticeinclass,especiallyinpublicplaces.Asaresult,theyenduretoomuchpressure,whichgraduallycausesseriouspsychologicalbarriers.

2.TheVanityType

UndertheinfluenceofthetraditionalConfucianism,studentsinChinapaytoomuchattentiontotheirself-image,andtoosensitivetotheirreputation.Theyjustthinkthattheywouldlossfaceiftheycannotspeakfluentlyandaccurately.Thus,theyarelackofself-confidenceandactveryunnatural.SomestudentsjusttrynottospeakEnglishorevendonotsayanything.

SomestudentsjustdonotwanttolearnoralEnglishbecausetheythinkthattheywillnotgoabroad.ItisnouselearningoralEnglish.Someevenregarditasaheavyburden,andevenfeelitisawasteoftimeinoralEnglishstudy.Someofthemarebecomedisgustedorevenrepelothers’learningoralEnglish.

Ofthistype,studentsareusuallyblockedintheoralpracticewhentheydonotknowwhichwordsshouldbechosenorwhentheyencounternewwords.Underthiscircumstance,theycannotfindtherightwaytoexpressthemselves.Inaddition,beingnotproficientinoraltechniquesisalsoofthiskind.Somestudentsofthistypecannotrecollecttherightwordsorphrasessometimes,andsomeofthemcanneverrecollectthemunlesstheygoandlookupthemindictionaries.Butmostofthemwouldshuttheirmouthsandneverspeakanymore.ThisgetsworseandworsetillonedaytheyfeelveryhardtocommunicatewithothersinoralEnglish.

5.TheDifficulty-afraidType

Somestudentsjustthinkthattheycanhardlyimprovetheiroralskills,sotheygiveitupandneverpracticeoralEnglishbothinclassandduringtheirsparetime.Forsomestudents,theyfeeltoooppressivetotheirstudyonvariouskindsofsubjectsandtheyalwayswonderiftheycanhandlethesubjectornot,sotheyfeelshywhentheyencounterwithdifficulties.Sowhentheyfindonetopicisalittledifficultandcan’tcontinuethey’llgiveitupimmediately.

6.TheCompatibleType

Studentsofthistypegenerallygettwoormorepsychologicalbarriersinone.Theyusuallyfeelahugepresspsychologically.Theyfeelupsetandself-pityandarereallycomplexintheirminds.Theythinktoomuchabouttheirdemeritsandthusaredistractedfromlearning.Asdaysgoingon,theygraduallyloseconfidenceinlearningEnglishanymore.

III.ThePresentSituationofOralEnglishTraininginChineseMiddleSchool

Nowadays,thestudentsinChinesemiddleschoolarefacingdifferenttypesofpsychologicalbarriers.Themostsevereconditionisthe“dumpEnglish”phenomena.ThemiddleschoolEnglishteachersoftencomplainaboutthatsomestudents’examinationmarksarehighbutseldomspeakEnglishinclass.Theresearchersalsofoundthatmanystudentsdowellinexamsandgoodatanalysisthesentencesstructure,however,whenaskthemtospeakinEnglishtheyevencan’tspeakasimplesentencefluently.AsinEnglishcommunication,somestudentscanmakegoodsentencesintheirheartbutjustcan’tspeakitclearlyoutoftheirmouth.Furthermore,whensomestudentscometoaformalspeech,theyspeakhemandhaw,eventremblingintheirvoices.AsmallgroupofstudentsevengiveuporalEnglishlearning.The“dumpEnglish’’phenomenashowsthatagoodnumberofstudentsinourcountryaresufferingpsychologicalbarriers,thatistosay,therearesomeproblemsexistingintheoralEnglishtraining.Inresponse,so