更新时间：09-30 （王导）提供原创文章
Abstract
While studies have been done on the relationship between speaking anxiety and oral practice, few focused on managing speaking anxiety in oral practice. This study aims to explore the current status of English majors’ speaking anxiety, affective strategies used to manage speaking anxiety and the changes in speaking performance. The primary data are derived from an adapted Second Language Speaking Anxiety Scale (SLSAS) Questionnaire, participant observation notes and interviews. The major findings are summarized as follows:
Firstly, the survey results reveal that the speaking anxiety is a prevalent problem among the English majors. Seventy-five percent of English majors have middle and high level of speaking anxiety. Four of the five speaking anxiety subcategories reach the middle and high levels. The highest level of speaking anxiety lies in “taking with strangers out of class” (mean score 3.50), followed by “talking with school teachers out of class” (3.02) and “talking with classmates in class” (2.97). The survey findings are generally confirmed by both the observation and interview data analysis.
Secondly, the observation and interview data analysis further show that among the three affective strategies for managing speaking anxiety, building up confidence is the most frequently used one. From classmates’ and teachers’ help and encouragement in oral practice, confidence building efforts help lower the speaking stress and speak louder and perform more naturally. However, the strategy of developing will power is the least frequently used one, which may be partly due to the lacking in opportunities to use English out of class in the daily life.
Thirdly, the findings also show that the affective strategy use has positive effects on the students’ speaking performance. Among the three aspects of speaking performance, speaking fluency improves the most. The observation data show that by the end of the semester they spoke more smoothly with fewer stops because they dared to speak with improved confidence. As to speaking accuracy, which is partly related to fluency, the improvement is also found in pronunciation and grammar. However, speaking complexity improves the least, which seems to relate more to the learning and grasping the advanced vocabulary and grammar than to the affective factors.
Based on the above findings, the author draws some implications for both English majors and their instructors to help use some affective strategies to manage speaking anxiety and improve their speaking performance.
Key words: Speaking anxiety, affective strategy, English majors, oral practice
Contents
Abstract
中文摘要
Chapter One Introduction-1
1.1 Background and the Need of the Study-1
1.2 Purpose of This Study and Research Questions-1
1.3 Methods Briefing and Organization of the Thesis-2
Chapter Two Literary Review-3
2.1 Definitions of Speaking Anxiety-3
2.2 Classifications of Affective Strategy-4
2.3 Aspects of Speaking Performance-4
2.4 Relevant Studies-5
2.4.1 Measuring speaking anxiety-5
2.4.2 Affective strategies for managing speaking anxiety-5
2.5 Conceptual framework for data collection and analysis-6
Chapter Three Methodology-8
3.1 The Participants-8
3.2 Data Collection and Analysis-9
3.2.1 The SLSAS questionnaire-9
3.2.2 Observation notes-10
3.2.3 The interview-11
Chapter Four Findings and Discussion-13
4.1 Present Status of English Majors’ Speaking Anxiety-13
4.1.1 Description of overall survey results.-13
4.1.2 Speaking anxiety levels of the participants-14
4.1.3 Item analysis of the results of the questionnaire with interview and observation support-14
4.2 Affective Strategies for Managing Speaking Anxiety in Oral Practice-17
4.2.1 Building up self-confidence-17
4.2.2 Avoiding overprotection of language-ego-18
4.2.3 Developing will power-18
4.3 Changes in Speaking Performance-19
4.3.1 Speaking fluency-19
4.3.2 Speaking accuracy-20
4.3.3 Speaking complexity-20
Chapter Five Conclusion-22
5.1 Major Findings-22
5.2 Implications-23
5.3 Limitations of the Study and Room for Improvement.-23
References-25
Appendix A: The SLSAS Questionnaire-26
Appendix B: The Questionnaire Results-27
Appendix C: Completed Observation Table-28
Appendix D: Sample of A Completed Observation Table-29
Appendix E: Interview Questions-30
Appendix F: Sample of Coded Interview Data-31
Appendix G: Coding Scheme for Qualitative Data Analysis-34
文献综述报告-35