论大学生英语口语障及其对策college students psychological barriers in spoken english and their co.docx

论大学生英语口语障及其对策college students psychological barriers in spoken english and their co.docx

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论大学生英语口语障及其对策collegestudentspsychologicalbarriersinspokenenglishandtheirco

CollegeStudents’PsychologicalBarriersinSpokenEnglishandTheirCountermeasures

Introduction

Withthecontinuousdevelopmentofsocialandeconomicactivitiesaroundtheworld,nomatterintermsofindividualsorevenofnations,oralEnglishabilityplaysamoreandmoreimportantrole.Sincethepolicyofreformandopen,itgraduallybecomesquitefrequentforournationtoattendvariousactivitieswithinthescopeofthewholeworld,sothecorrespondingrequirementoforalEnglishisimprovingatthesametime.Butinourcountry,undertheinfluenceofexam-orientededucationsystemaswellassomeotherfactors,weattachmoreimportancetoreadingandwriting,howeverlisteningandspeakingtrainingsarenotbeemphasizedappropriately,whichleadstothephenomenonof“dumbEnglish”.Afterthestudyofthesituation,wecanconcludethattheappearanceof“dumbEnglish”isnotanaccident,itiscausedbymanyfactors,amongthesefactors,psychologicalconditionisthemainelement.InordertoimprovethesituationandhelpstudenttoovercometheobstaclesthattheymayencounterintheirprocessoforalEnglishlearning,thispaperanalyzestherelevanttypesandcausesofpsychologicalbarriersandthenputsforwardseveralprimarycountermeasures.

I.Tothreefactorsaffectingcollegestudents’oralEnglish

Therearealotoffactorsthattendtocausecollegestudents’psychologicalbarriersinspokenEnglish.Amongthesereasons,thearticleattachesspecialattentiontotheproblemthatbecauseofthefactthatpsychologicalbarrieristhemainmajortorestrictthedevelopmentofstudents’oralEnglish,psychologicaldisordersaffectcollegestudents'oralEnglishprogressineveryaspect.

A.Self-confidence

Afterdoingalargenumberofstudies,Kr-ashenconcludedthatlearner’spersonalityfactorscanberelatedtoforeignlanguagelearningeffect.Self-confidenceisoneofthemostimportantoneamongthesepersonalityfactors.Self-confidencerevealsourpositiveviewandeducationaboutownabilityandknowledgelevel.Apersonwhohasstrongself-confidencedarestospeakEnglishoutandseldombeafraidofmakingmistakes.BeinggiventomorechancestopracticeoralEnglish,theirperformancesarequiteobvious.However,peoplelackofconfidencedarenottospeakEnglishandisafraidoferrorsormistakes.ThefactthattheyholdnegativeattitudetowardtheirowncapacitywillallowedthemlessopportunitytopracticeEnglishactivitysothattheirEnglishcannotmakeanimprovementaccordingly.Gradually,theymayproduceresistanceofpracticingspokenEnglish.

B.Motivation

Intheprocessoflearningaforeignlanguage,stronglearningmotivationwillbringverysatisfyingresultstousthatoutofourexpectation.Drivenbythestronglearningmotivation,studentsaremorelikelytoputintooralEnglishstudyandtheirattentionismoreintensiveandconcentrated.Thus,theywillbeactiveandinitiativetolearnbettermethodtopracticetheiroralEnglish,whichcanleadagoodlearningresult.However,peoplewholackoflearningmotivationorwithmotivationthatislessstronger,willproduceinactivemood,Intheprocessoflearning,theyfeeldifficulttofocuson.

Fromtheinvestigation,wecanfindthattherearemanyobstaclesintheprocessoflearningEnglishforcollegestudents.Especiallyforthosewhoenteredinthecollegewithlowstartingpoint,theyhavemorepsychologicalbarriersbecauseoflackingenoughlearningmotivation.Andsomecollegestudentswhohavelesssenseofself-disciplinetoooutgoingornaughtyfeeldifficulttobepatienttopracticeoralEnglish.Forthereasonthattheycan’tgraspthemainmethodtostudyEnglish,whichproducethenegativemoodandcriticalemotion.ThatishowmuteEnglishdeveloped.Meanwhile,collegestudent’sautonomouslearningsituationisafactwebegintoworryabout.Ontheonehand,manyfirmsoremployersregardedthecertificateofCET4andCET6asthestandardtochecktheemployees’ability.Suchphenomenonhasinfluenceonmostcollegestudents,becausetheyhavestrongdesireandmotivationtolearnEnglishwell.But,weshouldacceptthefactthatmotivationonlycan’tleadtogoodresult.

C.Anxiety

Fromthepointoflearners’individualfactors,thebiggestobstaclethatinfluencesone’sorallearningisanxiety.Anxietyreferstoatemporaryemotionalstateintheprocessoflanguagelearning,thecharacteristicsofthisstatearethenervousoranxietyfeelingsthatwillaffectlearnerstobeafraidofmistakes.Languageanxietyisconsideredtobeoneofthemostemotionalfactorsthataffectone’slanguagelearningresult.InoralEnglishclass,manylearnersareworriedaboutthattheirlanguageproficiencyandlanguageabilitymaylagbehindothers;theyhavelittleconfid