Students Nervousness in Oral English Class浅析学生在口语课堂上的紧张因素文档格式.docx
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Students Nervousness in Oral English Class浅析学生在口语课堂上的紧张因素文档格式.docx
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专业:
英语
学号:
040612011
指导教师:
ShannonCarson
20年5月
Students’NervousnessinOralEnglishClass
by
ShangqiuNormalUniversity
May20
Contents
摘要…………………………………………………………………………………Ⅰ
Abstract…………………………………………………………………………….Ⅱ
1.Introduction………….…………….……….………………………….…………1
2.Studentfactor…………….…………………….…………………………….……1
2.1.Capability……………………………………………….…………………1
2.2.Motivation…………………………………………….………….………2
3.Teacherfactor……….…………….………….……………………….…………2
3.1.TeachingApproaches………………………………….…………….………3
3.2.ClassroomAtmosphere……………….……………………….……………4
3.3.TeachingMaterials……………………………………….………….………5
4.Otherfactors………….…………….………………………………………………6
4.1.ClassSize……………….…………………….…………….……………6
4.2.ClassroomDesign……………………………….………………….………6
5.Suggestionstosolvetheproblem……….………………………….……………7
6.Conclusion….……….……….…….……….…….…………….……………8
摘要
本文着重研究学生在口语课堂上的紧张因素。
紧张定义为当一个人在工作的时候遇到困难所产生的焦虑,恐慌的感觉。
学生在口语课堂上所产生紧张的因素有很多。
然而,学生在口语课所产生的紧张因素是很复杂的,它不仅仅是缺少交流。
还包括学生的能力、动机,教学方法,教室的气氛,和教材的内容,另外还有教室的设计和大小。
所以说找出原因并不是个容易的事情。
在文章最后,作者提供了三个方法来避免学生在课堂上紧张的原因。
第一,老师要求学生在课后增加阅读的数量,这样可以使学生在讨论话题的时候有话说。
第二,老师与学生关系好与坏是直接导致课堂气氛的重要因素。
一个活跃的课堂气氛在口语课中也扮演着一个非常重要的角色。
第三,老师有责任了解到每个学生的特点,这样有助于更好的与学生交流。
关键词:
口语课;
紧张;
因素
Abstract
Nervousnesscanbeexplainedaswhenapersonsuffersanxietyorhasdifficultyworkingthewaytheyusuallydo.Therearevariousreasonsforstudents’nervousnessinoralEnglishclass.Wehavealreadyknownthatthesizeofaclassdirectlyinfluencesthechancesofteachertostudent,studenttostudentinteraction.However,students’nervousnessinoralEnglishclassisformedoutofmanycomplexreasonsnotjustthelackofinteraction.Therearevariousreasonsforstudents’nervousnessinOralEnglishClass.Itisnotaneasytaskforteacherstofindthesereasons.Thispaperwilltrytofindthedifferentcausesforstudents’nervousness.Attheendofthepaper,thewriterwillprovidethreemethodstoavoidstudents’nervousnessinoralEnglishclass.
Keywords:
OralEnglish;
nervousness;
factors
1.Introduction
“Thegoaloflanguageteachingistocultivatestudents’communicativecompetence”(Wilga.M.1998:
35).OralEnglishclassplaysanimportantroleinimprovingthiscompetenceinstudents.(裴蓉,2003)WiththedevelopmentofEnglishlanguageteachinginChina,oralEnglishisbecominganimportantcourseincollege.However,somestudentsstillfinditdifficulttospeakinoralEnglishclass.Asaresultoftheirnervousness,theydonotwanttoopentheirmouthtospeakeveniftheyhaveideas.AmajorgoalofEnglishlanguageteachingistomakestudentsuseEnglisheffectivelyincommunication(HarmerJeremy,2001).
OralEnglishclassrequiresinteractivecommunication(RixharJack.C,2001).Therearetwomajortypesofclassroominteraction:
student-to-studentinteractionandinstructor-to-studentinteraction(RixharJack.C,2001).Aslongasthestudentsandteachercooperateandinteractwell,studentsaremorelikelytobelessnervousandcommunicatemoreactively.Therefore,weneedconsidertothecausesforthisbehaviorandsubsequentlackofcommunicating.
2.Students’factor
Teachersandstudentsoftenfindspeakingactivitiestobethemostdifficultanddemanding(刘骏,2005).Students’nervousnessmaybetriggeredbylackofcapability,anxiety,motivationorteachingapproaches.
2.1Capability
Thestudents’linguisticcompetencecanbereflectedbythestudents’capabilityinoralEnglishclass.Linguisticcompetenceisconcernedwithknowledgeofthelanguageitself,includingaknowledgeofspelling,pronunciation,vocabulary,grammaticalstructure,sentencestructureandsemantics.(裴蓉,2003).Pronunciationisthemostcommonproblemformanystudents,especially;
somestudentswhocomefromtheremotecountryside.Manystudentshavealotofideasandwanttospeakinclasshowever,iftheydonothaveagoodlinguisticcompetencetheymaybetoonervoustospeak.
2.2Motivation
Astudent’sperformanceinanyclassisoftenaffectedbyhismotivation.Somestudentsaremotivatedbygoodgrades,pause,financialrewardorapprovalbytheirteachersorparents(杨德洪,2005).However,motivationisdifficulttofindinstudentswhohavebeenforcedintostudyingEnglishbytheirparents(杨德洪,2005).Forexample,somelearnactivelybecausetheywanttoworkasasecretary,orvocationalworker.
MostofthestudentsconsiderEnglishagoodtoolforfindingjob,sotheylearnEnglishactivelyandwell.Thesestudentsaremorelikelytocooperatewiththeteacherinclass.Furthermore,theywilllikelynotlearnverywellorquicklyandwillloseconfidenceasaresult.Theywilllikelybenervousinclassandbeafraidtospeaktheymaybelaughedatorlookeddownuponbyothers.
Motivationinfluenceslearners’participationinclass.Forexample,students'
nervousnessinoralEnglishclasshasofbeingcompeledtolearn.Iftheycanlearnactively,theteachingprocessmaybringbetterresults.
3.Teachers’factors
3.1TeachingApproaches
Speakingisanimportantpartofeverydaycommunication.Itcanmeasurethestudent’slanguagecompetenceinreallife.Forexample,thestudentswantsosaysomethingwithothers,buttheydonothavegoodlanguage.However,theydonothowtosay.Andmostofthetimethefirstimpressionofapersonisbestestablishedwithhisorherabilitytospeak(HarmerJeremy,2001).Teachershavetheresponsibilitytocreateconditionstocultivatethespeakingabilityofstudents,especiallyinclass(HarmerJeremy,2001).Teachingapproachescaninfluencestudent’sparticipationinoralEnglishclass(HarmerJeremy,2001).Forexample,whentheteacheruserelaxedwaytoteachinclass,playsomegames,thestudentswillbepleasedtotakepartintheactivitiesandlearnhappily;
ifteachersarealwaysgivingspeechesinaboringway,thestudentswillbetiredandhardlyconcentrateinclass.
ThetraditionalteachingmethodologyinChinaiscalled“duckstuffing”(刘润清,2003:
45)orspoon-feeding.Thisteachingmethodcallsontheteacherstocontrolanddirecttheclass,andthestudentsarethelisteners.Thisstronglyinfluencescollegeeducationasthestudentsoftenkeepsilentandtakepartinactivitiespassively.Theyarerarelycalledupontospeakorhavea“reallife”conversation.ThismethodisobviouslyineffectiveinoralEnglishclassroom(刘润清,2003).
Ifthestudentsarealwaysforcedtolistentotheclass,theteachingresultswillalwaysbeineffectiveorevenpoor.Forexample,inaclasswhichtheteacherjustendlessgivinginformationofthebookandthestudentsareforcedtorememberwhattheteachersaid,theteachingresultisdefinitelypoorandineffective.Therefore,theremustbesomeothermethodsthatcanattractstudents’attentionandmakethemeagertolearninclass.ThereisamethodcalledTask-Basedteaching.TheTasksBasedApproachtoteachingemphasizescommunicationbetweenstudentsandteachersandstudentsandstudents(杨德洪,2005).Itisalanguageteachingmethodunderthecommunicativeframework(杨德洪,2005).Iftheteachersandstudentscancommunicatewell,theycaneasilyunderstandeachother,sotheywouldbegladlytocooperatewitheachother.Thelanguageteachingfocusesonlearners’interactionandcooperation,andencouragesstudentstolearnlanguagebydoingthings.Forexample,teacherscabdesignsomegamesduringwhichthestudentscanplayhappily,learnknowledgeeasilyandrememberquickly,suchascompetitioninsomegroups,teachersalsocanteachthestudentsEnglishpoets,songs,tonguetwister.,fromwhichtheyenjoythemselvesaswellaslearn.“Task-basedlanguageteachingreflectsthenewidealandconceptinlanguageteaching,andopensanewchannelforEnglishteachinginChina.”(WillisJanes,1996:
65)TheTask-Basedteachingcombinestheinputandoutputeffectively.Inthefinishingprocess,studentsarerequiredtosolvesomecommunicativeproblems.Somemotivatestudentstolearnlanguagethroughpractice,discussion,analysisandcooperation(刘润清,2005).Inthisway,studentscanlearnlanguageactivelyandeffectively.TheTask-Basedapproachiscertainlyabettermethodthan“duckstuffing”.Itmayhelpthestudentsfeelmoremakearelaxedandbuildamoreharmoniousenvironmentandatmosphereforstudentsinclass(刘润清,2005).
3.2ClassroomAtmosphere
Speakingisthemostdemandingtaskforstudentsandteachers.Theteachershaveanobligationtocreateanactiveandrelaxedclassroomenvironment.Theclassroomclimateismainlydeterminedbytheinteractiveactivities.TheclassroomatmospherehasaconsiderableinfluenceonoralEnglishclass.Explainasiftheteacheralwaysencouragethestudentstoanswerquestionsalthoughtheanswersarewrong,theclassroomatmosphereisharmonious.Thestudentswouldbecomerelaxedinsuchclass.Sotheycanbemoreactiveandmorelikelytocooperatewithteacherswithoutnervousness.Iftheteachersareverystrictandalwaysscoldthestudentsfordoinganything,theclassroomatmosphereishorrible.Thestudentsgetnervousandscaredtoansweranyquestions.
Tocreateamorerelaxedatmosphere.Teachersshouldgetclosertotheirstudentsemotionally.Itisbetterfortheteacherstomovearoundthestudentsthantostayatoneplace.Teacherscanalsocommunicatewithstudentsmore.Forexample,askingabouttheirdailylife,askthemwhethertheyneedsomehelp,orwhethertheyhaveadviceorsuggestionsfortheteachers.Maybethecommunicationwillcertainlyrelatethestudentsandtheteachersclosely.Becausethestudentsthinkteachersaretheirfriends.Ifthestudentsarecaredaboutbyteachers,theywillbemorethankful,theywillunders
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- Students Nervousness in Oral English Class 浅析学生在口语课堂上的紧张因素 浅析 学生 口语 课堂 紧张 因素
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