【作者】 李勇；

【导师】 胡德香；

【作者基本信息】 华中师范大学 ， 学科教育， 2011， 硕士

【摘要】 20世纪70年代开始,语言教育学家们开始认识到一个现象：在第二语言习得过程中,习得者的学习结果易受到情感因素的影响。其中,焦虑是最突出的一个情感因素。进入新的世纪,我国外语教学对情感因素的重视程度正在不断加强,已被纳入《普通高中英语课程标准》。由此可见,英语教师应当努力转变教学观念,加强新理论的学习,有效克服情感因素在教学过程中的负面影响,充分发挥情感的积极作用。然而,当前高中英语教学实践中,学生的情感状况以及学习焦虑问题并未受到太多的关注。本文以第二语言习得和心理学领域内的焦虑相关理论为指导,结合教学实践和实验,探索语言学习焦虑的成因,同时阐述了焦虑的内涵以及分类,重点从内在性和外在性探讨高中生英语学习焦虑的应对策略。笔者采用理论分析法、观察分析法、文献法、案例分析法和实验法等研究方法来实际验证以上假设的正确性,获得英语学习焦虑产生的根源及教学过程怎样应对学习焦虑的策略。在第二语言习得领域,克拉申的情感过滤假说和输入假说告诉我们：焦虑问题和情感障碍有密切关系,被认为是妨碍语言习得最突出的情感因素。来自学生焦虑问题调查的结果也支持了以上观点。也就是说,高中生语言学习焦虑程度越高,英语学习成绩就越低,即语言学习焦虑对英语学习有负面影响。与此同时,笔者也找到了高中生英语学习焦虑产生的根源,是内因和外因共同作用的结果。焦虑产生的内在原因主要有：人格、自信不足以及集体荣誉感缺失；外在原因主要有：父母期望过高、家庭关系不和谐、学习环境不适应、学习压力大等。为减少焦虑对高中生英语学习带来的负面影响,必须采取一定的策略。笔者提出了关于减少焦虑的几个策略：培养英语学习的兴趣、培养学生集体荣誉感、建立良好的师生关系、合理安排课后练习以及合理的家庭预期。此外,兴趣是最好的老师,英语教师们务必想方设法激发学生们对英语学习的兴趣。在教学过程中,笔者鼓励学生学唱优美的英文歌曲、把学生分成小组进行合作学习、课堂上做到多微笑面对学生、每周安排两节课时间给学生完成练习作业以及要学生和父母交流,让父母更了解自己的实际学业成绩。实践结果表明：英文歌曲能够让学生放松心情,还可以欣赏到优美的歌词,学习兴趣被充分地激发起来；相互学习可以培养集体荣誉感,提升学生对焦虑的自我抑制,因为在集体中的分工与协作可以强化彼此间的信任,在集体合作中更容易成功；每个星期只安排两个课时的课后练习量,可以大大缓解学生的焦虑程度,因为他们不必每天都惦记着做练习,甚至是疲于应付,没有这些“牵挂”反倒是有利于英语学习；主动和父母交流,能有效避免家长盲目提高对孩子的预期,最终有利于孩子的学习。焦虑等情感因素是外语教学过程中一个大难题,英语教师应该关注语言焦虑对英语学习的影响,高度重视焦虑的根源,采取必要的策略减少学生的学习焦虑以此为学生们营造一个轻松的英语学习氛围,提高教学的效率。更多还原

【Abstract】 In the 70s of 20th century, experts on language education began to realize a phenomenon: in the second language acquisition process, the acquirers’language learning is affected by emotional factors, among which the anxiety is one of the most important. In the new century, our country is attaching more and more importance to students’ emotions. In the High School English Curriculum Standards, emotions have been referred to. Thus, high school English teachers should strive to transform teaching concepts and enhance learning new theories in order to overcome the negative impact of students’emotions but take full advantage of the positive role of emotional factors in the teaching process.However, in the practice of English teaching in high school, students’emotional state and anxiety have not been paid too much attention. This paper is based on anxiety-related theories in the fields of Second Language Acquisition and Psychology with the guidance of teaching practice and experiment, so as to explore the causes of language learning anxiety and also explains the meaning and classification of anxiety. It focuses on exploring the internal and external coping strategies of high school English learning anxiety.The writer adopts the methods of theoretical analysis, observation analysis, documentary analysis, cases study and experimental research to actually verify the above assumptions and search for the root cause of anxiety and strategies on how to cope with anxiety. In the field of Second Language Acquisition, Krashen’s affective filter hypothesis and the input hypothesis tell us that anxiety and affective disorder are closely related, which are considered as the most prominent emotional factors impeding language acquisition.The results of experimental survey on anxiety also support the above view. That is to say, the higher the anxiety level is in high school language study, the lower the grades are in English. In other words, language learning anxiety has a negative impact on English learning. At the same time, the writer also finds the root cause of anxiety in high school English learning, which is a common effect of internal and external factors. Internal causes of anxiety contain personality, lack of self-confidence and missing collective sense of honor, and external causes include too much expectation from parents, family disharmony, not adapting to the learning environment, high learning pressure and so on.In order to reduce the negative impact of anxiety on high school students’English learning, some strategies must be taken. The writer proposes several strategies to reduce anxiety, which are cultivating interest in learning English and students’ collective sense of honor, establishing a good relationship between teachers and students, reasonable arrangements for after-school exercises and proper expectations from family. What’s more, interest is the best teacher, so English teachers must find effective ways to arouse students’interest in learning English.In the teaching process, the writer encourages students to learn singing beautiful English songs, divides the students into groups for cooperative learning, practices teaching with smiles, arranges two periods of lessons a week for students to complete the after-school exercises and asks the students to exchange their feelings with parents to let them understand their actual academic achievement better. Practical results show that: English songs could make students feel relaxed, because they can enjoy the beautiful lyrics with the interest of English learning fully aroused; mutual learning can develop a collective sense of honor, to enhance students self-restraint on the anxiety, because the division of labor in the collective and collaboration can strengthen mutual trust, and with cooperation in the collective the students are more likely to succeed; arrangements of about two hours every week for after-school exercises can greatly ease the anxiety level of students, because they don’t have to worry about the exercises all the time or struggle to cope, but without the "care", it can be rather conducive to learning English; active communication with parents can effectively prevent the parents blindly increasing expectations on their children, ultimately benefitting the children’s learning.Emotional factors such as foreign language anxiety are a major problem in English language teaching and learning. Teachers should be concerned about the impact of anxiety on learning English and attach great importance to the causes of anxiety. Teachers must try to take necessary strategies to reduce anxiety in students’English learning and create a relaxing English learning atmosphere so as to improve teaching efficiency.更多还原