On Strategies to Reduce Anxiety in College English Listening Class.docx
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On Strategies to Reduce Anxiety in College English Listening Class.docx
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OnStrategiestoReduceAnxietyinCollegeEnglishListeningClass
OnStrategiestoReduceAnxietyinCollegeEnglishListeningClass
Abstract:
Withthedevelopmentofsocialeconomyandgradualincreasingactivityofnationalcommunication,higherrequirementsareputforwardforcollegestudents’comprehensivecapacity,especiallyinthelisteningandspeaking,whichrequestthattheycancommunicateinEnglisheffectivelyinlaterworkandsociety.Listening,asaformofcommunicating,playsanimportantroleinforeignteaching.AccordingtotheAmericaneducators’survey,theproportionoflisteningaccountsfor45%ofhumancommunicationactivityandisthemostimportantinallthelanguageactivities.Listeninglevelaffectsdirectlytheabsorptionoflanguageknowledge,themasteryofbasicskillsandtheabilitiesofcommunicatinginEnglish.However,bytheinvestigationsomestudentsreflectthattheyfeelanxiousinlisteningclass.Ifwedon’tstudyaboutstudents’listeninganxietyandputforwardrelatedstrategies,itwillnotbegoodtoimprovestudents'comprehensivequalityandcommunicativeability.Thispaperisbasedontheformerachievementsandanalysestheinfluencesoflisteninganxietyinclassandfurtherresearchesthecausesthatresultinanxiety,putforwardrelatedstrategiestomakegreatprogressforstudents’listeningskills.
Thearticleisdividedintosixparts.Thefirstpartbrieflyintroducestheimportanceoflisteningandthenegativeeffectsofanxietytoindicatethenecessityofreducingthelisteninganxiety.Thesecondpartstatestheresearchstatusofanxietyanditsdefinitionandclassification.Thethirdpartdiscussesindetailthenegativeimpactsofanxietyonstudentsinlisteningclass,physicalperformancesaremainly:
headache,abdominalpain,muscletwitch,etc.Thepalmsaresweatingwhenstanduptoanswerthequestions,thebodyisrigid(LiuWenyan,1995).Therearesomestudentsbehavewithprotectionfromteacherslikelowingtheirheadstoavoidteachers’attention.Besides,intheprocessoflistening,ifthedegreeofanxietyincreases,students’psychologicallanguageactivitieswillbeinastateofsuppression,brainswillbedull;atlasttheywillgainnothing(WangChuming,1990).Butifgainnothingoralittle,theywillbemoreanxious.Thiswillcauseaviciouscircle.Ifstudentsinthelisteningclassalwayssuffersetbackorfailure,theywillproducesevereanxiety.Thelong-termseriousanxietymayinjurestudents’pride,destroythelearningemotions,andrestricttheabilityofself-cognitionandlossthelisteningcourse,evenescapetheclass.Thefourthpartanalyzesthecausesoflisteninganxiety,whichdiscussesintwoaspects.Inthepartofstudents,inaccuratepronunciation,inadequatevocabularyandgrammar,insufficientbackgroundknowledgeandPoorpsychologicalqualityareallfactorsthatcausethelisteninganxiety.Andinthepartofteachers,improperselectionoflisteningmaterials,ignoranceofindividuals’differences,neglectoflisteningskillsandtraditionalmindofteachingallcanleadtotheincreaseofanxiety.Thefifthpartisthefocusofthewholearticle,whichisbasedonthefourthpartandcomeupwitheighteffectivestrategiestoreduceanxiety,whichareconsolidatingstudents’languageknowledge,developingstudents’confidence,makinguseofthesimilaritywithreadingprocesstoimprovelisteningability,selectingappropriatelisteningmaterials,cultivatingcorrectlisteningskillssuchasprediction,catchingthetopicsentencesandsoon,expandingstudents'culturalbackgroundknowledge,usingthemoderneducationmeansandprovidingpositivefeedback.Thelastpartisthesummary.
Keywords:
listeninganxiety;influence;causes;strategies
摘要:
随着社会经济的发展和国家交流的日趋活跃,社会对大学生的英语综合能力提出了更高的要求,特别是学生的听说能力,要求他们通过大学期间的学习能在今后工作和社会交往中用英语有效地进行信息交流,更好地适应我国社会发展和国际交流的需要。
听,作为语言交际活动的一种形式,在外语教学中享有不容忽视的重要地位,根据美国外语教学法专家里夫斯和坦伯利的统计,听在人类交际活动中所占比例为45%,列于听说读写各语言活动之首。
听力水平直接影响到学生语言知识的吸收,基本技能的掌握和用英语进行交际的能力。
然而通过调查,很多学生都反映在听力课堂上普遍感觉焦虑。
如果不对学生听力焦虑进行认真研究,提出相应对策,就不利于提高学生的英语综合素质,不利于提高学生的英语交际能力。
本文在汲取前人研究成果的基础上,从学生中普遍存在的听力焦虑这一事实出发,尝试分析大学英语课堂上听力焦虑的影响,并进一步探讨引起焦虑的原因,提出降低焦虑的相应策略,力图创造一种低焦虑的课堂环境,使学生的听力技能和水平得以提高。
全篇共分为六个部分。
第一部分简要介绍听力的重要性以及焦虑对听力所产生的影响,意在指出降低焦虑的必要性。
第二部分阐述了现阶段焦虑的研究状况以及焦虑的定义、本质和类别。
第三部分详细阐述了焦虑在听力课堂上对学生的负面影响,生理上主要表现为头痛、腹痛、肌肉抽动等不适症状;站起来回答问题时手掌出汗、身体有“僵硬”的感觉;还有的学生表现为一些形象保护行为,低头回避教师的视线。
心理上主要表现为思维变得迟钝,越是这样就越听不懂,焦虑程度也就越来越高,造成恶性循环。
学生如果在听力课堂上一直受挫、失败,就会产生严重的焦虑,长期严重的焦虑会伤害学生的自尊心,破坏学习情绪,限制人的认知能力,丧失提高听力的信心,甚至逃避听力课。
第四部分分析了导致听力焦虑的相关因素,主要从两方面进行分析。
一是从学生自身角度分析,不准确的发音,词汇量不足,语法知识掌握不牢,背景知识不了解和较差的心理素质都是导致听力焦虑的相关因素。
另一方面主要从教师角度分析,选材不当,不注重学生的个体差异,忽视培养学生的听力技巧以及传统的教学方法都会导致听力焦虑的增加,从而影响听力水平的提高。
第五部分是本文的重点陈述部分,以第四部分为基础,这部分主要站在教师的角度提出了八大策略,即巩固学生的语言基础,增加语言知识;培养学生的自信心;提高阅读能力,利用阅读和听力过程获取知识的相似性提高听力能力;根据学生自身的水平选择合适的听力材料;培养正确的听力技巧,如抓主题句和信号词的能力,运用句子推测观点的能力,快速记笔记的能力,分清详听和略听的能力;扩展学生的文化背景知识;利用现代教育手段;提供积极的教师反馈,旨在探讨如何降低英语课堂上的听力焦虑,最后一部分是总结。
关键词:
听力焦虑;影响;原因;策略
1.Introduction
HigherandhigherrequestisputforwardtostudentsinEnglishlisteningandspeakingabilityofmodernsociety.Tocultivatestudents'listeningabilityhasbecometheprimarygoalofcollegeEnglishteaching.TheCET4/6reformalsoincreasedthequantityandproportionofthelisteningcomprehension,thelisteningscorechangedfrom20%to35%.Wecanseethatthelisteningasanimportantskilloflanguagecommunicationisgettingmoreattentionthaneverbefore.Inactualteaching,teachersalsoincreasetheinputofthelisteningtohelpstudentsenhancetheabilityofgettingmoreusefulinformation.However,wefindthatthestudentshavemasteredthebasicknowledgeofmodernlanguagesandsomelisteningskills,butstilldon’tobtainsomeusefulinformation.Tosomestudents,it’ssodifficulttolistentowhatteacherssayinEnglish,notmentiontocommunicatewithothersinEnglish.Judgingfromthereactionofstudentsinlisteningclassandsurveyafterclass,studentsunderteachingofdifferentteachersareinfluenced,toagreaterorlesserdegree,bythepsychologicalanxiety.Andinthewholeprocessoflisteningtheyalwayshavesomenegativeemotionslikeworry,tensionandanxiety.Asisstatedabove,thestudents'listeningobstacles,apartfromthelanguage,alsoexistinstudents'emotionaldisordersandteachers’teachingmethods.Anumberofstudieshavesuggestedthat"languageteachingcanabsolutelynotbeneglectedandavoided,"Asiswidelyknownthat“neglectofemotionalfactorsisoneofthemostimportantcausesthatmakethecurrentcollegeEnglishteachingofChinadissatisfied."CollegeEnglishteachingneedtosolvestudents’emotionalproblemsthatexitinEnglishlearningitself.Ifwedon’tstudyaboutstudents’listeninganxietyandputforwardrelatedstrategies,itwillnotbegoodtoimprovestudents'comprehensivequality,thispaperaimstoEnglishcommunicationability.Accordingtoanalyzethefactorsaffectinglisteninganxiety,thetextaimstoputforwardsomepracticalstrategiestoimproveEnglishteachinglevelandstudents'communicativeability.
2.Researchstatusofanxietyandtheoreticalbases
2.1Currentresearchstatus
Anxietyhasbeenstudiesforyears,buttheresearchresultsareinconsistentwitheachother.Somearguethatanxietyhasapositivefunctiontolanguagelearning(Kleinmann,1977;etc.);someclaimthatithasanegativeeffect(Chastain,1975;etc.);andstillothersmaintainthatitisinsignificanttosecondlanguageacquisition(Young,1991;etc.).Nevertheless,manyresearchershaveconductedagreatdealofexperiencestoprovethathigh/intenseanxietydoesnegativelyinfluencethelearningprocessoflearners,whichisofmoresignificancetopracticaleducationalwork.
Spielberger(1966,seeScovel,1978:
136)suggeststhatanxietyprovidesnegativereinforcementtolowintelligencestudents.Chastain(1975,seeEllis,1994:
481)findsthatanxietyisnegativelyrelatedtomarksachievedbyonegroupofAudi-lingualFrenchlearners.Hepointsout,“Perhapssomeconcernaboutatestisapluswhiletoomuchanxietycanproducenegativeresults.”Krashen(1981)suggestsnegativecorrelationbetweenanxietyandsecondlanguageachievement.MacintyreandGardner(1991b,seeEllis,1994:
481)findthatwhattheyterm“languageanxiety”isnegativelyandsignificantlycorrelatedwithL2performanceonaDigitSpantestandonaFrenchCategoriestest.Thisshowsthatanxietystudentslearnalistofvocabularyitemsataslowerratethanlessanxietystudentsandhavemoredifficultyintherecallofpreviouslylearnedvocabulary.Andtheylaterconclude(1991a,seeEllis,1994:
482),“Coveringseveralmeasuresofproficiency…ithasbeenshownthatanxietynegativelyaffectsperformanceinthesecondlanguage,”Horwitz(1986,seeEllis,1994:
482)reportssizablenegativecorrelationbetweenforeignlanguageclassroomanxietyandfinalgradesachievedbyAmericanuniversitystudents.MacintyreandGardner(1989a,seeEllis,1994:
483)proposeamodeloftheroleofanxietyinlanguagelearning,whichrecognizesthatpoorperformancecanbethecauseaswellastheresultofanxiety.
Recently,anumberofChineseresearchershavealsobeguntheirstudiesaboutthenegativeinfluenceofanxietyonforeignlanguagelearning.Wen(1996:
84)describessomeaspectsofsocalledEnglishlearninganxiety,suchasfeelingafraidoflearningEnglish,feelingawkwardwhenbeingaskedaboutthingsrelatedtoEnglishlearning;etc.WenandZhu(1998:
48)analyzeanxietyintermsofemotion,behaviorandpsychology.
2.2DefinitionofAnxiety
Generallyspeaking,anxietyisaoneoftheaffectivefactorsthathavebeenfoundtoaffectL2acquisition(Ellis,1994:
693).Psychologicallyspeaking,anxietyreferstotheintenseandenduringnegativefeelingcausedbyvagueanddangerousstimulifromthe
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