英语课堂焦虑对小学生英语学习的影响文学学士.docx

英语课堂焦虑对小学生英语学习的影响文学学士.docx

《英语课堂焦虑对小学生英语学习的影响文学学士.docx》由会员分享，可在线阅读，更多相关《英语课堂焦虑对小学生英语学习的影响文学学士.docx（12页珍藏版）》请在冰豆网上搜索。

英语课堂焦虑对小学生英语学习的影响文学学士

Abstract

Nowadayspeopleareincreasinglyawareoftheemotioninforeignstudy.OnAffectiveFilterHypothesis,AmericanlanguageeducationistS.D.Larsonpointedoutthatrelaxationandanxietybothplayanimportantrole.Itisvisibletoseethatanxietymaybethemostaffectiveelementinlanguagelearning.Thispapermainlystatesthewideoccurrenceofanxietyinpupils’Englishclassandexploresthesortsandreasonsofpupils’anxietyinEnglishclass.ManyresultsshowthatanxietyhasbeenfoundtobecorrelatedwithEnglish-learningachievementamongdifferentgroupsofpeopleinvariouscontexts.Inordertoexploreprimaryschoolstudents’Englishlearninganxiety，thispaperrevealswhatarethemosteffectivestrategiesinEnglishteachingtoeasethestateofanxietyforpupils.Ultimately,someproblemsworthnoticingofresearchinganxietyhavebeenputforward.

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