更新时间：10-15 （梦溪）提供原创文章
Abstract
In recent years, English education has changed from the traditional dumb English to the modern teaching model, which aims to cultivate students' abilities of listening, speaking, reading and writing. The essence of education is to cultivate intellectuals needed by the age. In the process of globalization, a person with a variety of capabilities can meet the challenges of society. To conform to the development of the era, more and more attention has been paid to the learning of English speaking. This study will explore the influence of anxiety on junior high students’ learning of speaking. Junior high students' English learning is in a transitional stage, which is not only a further study of their English learning in primary school, but also a solid foundation for English learning of senior high school. The learning of speaking is an important part of English learning. However, the anxiety of learning of speaking has brought many obstacles to them. The anxiety of the learning of speaking refers a psychological phenomenon of tension or uneasiness, which appears in the process of their learning of speaking. This study will explore the influence of anxiety on junior high students’ learning of speaking, using Foreign Language Classroom Anxiety Scale, interviews and classroom observation. It will focus on the phenomenon of their anxiety of learning speaking and the reasons causing it, and find out some effective methods to help them overcome the anxiety.
Key words: Influence; anxiety; Junior high students; Learning of speaking
Contents
Abstract
摘要
1 Introduction-1
1.1 Background of the Topic-1
1.1.1 Motivation of the Research-1
1.1.2 Requirements of Junior High Students’ Learning of Speaking-3
1.1.3 Main Speaking Problems in Junior High ELT Caused by Anxiety-3
1.2 Significance of the Research-4
2 Literature Review-6
2.1 Definition of Anxiety-6
2.2 Classification of Anxiety-6
2.3 Foreign Language Anxiety Research at Home and Abroad-7
2.4 English Speaking Anxiety-8
3 Methodology-10
3.1 Purposes-10
3.2 Subjects-10
3.3 Instruments-10
3.3.1 FLCAS-11
3.3.2 Interview-11
3.3.3 Classroom Observation-11
3.4 Procedures-12
3.5 Data analysis-12
3.5.1 Analysis of FLCAS-12
3.5.2 Analysis of Interview-14
3.5.3 Analysis of Classroom Observation-16
4 Some Effective Ways to Reduce the Influence of Anxiety-18
4.1 Imitation Training of Intonation and Pronunciation-18
4.2 Adapting CLT and TBLT to Reducing Speaking Anxiety-19
4.3 Teachers’ Positive Feedback and Encouraging Ways-20
4.4 Overcoming the Pressure from the Environment-20
4.5 Other Ways-21
5 Conclusion-22
5.1 Findings of the Research-22
5.2 Limitation of the Research-23
5.3 Suggestions for Future Study-24
Appendix-25
Bibliography-27
Acknowledgements-29