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Vocational students of non-English foreign language classroom learning anxiety

Author: YangYiMing
Tutor: WuCheng
School: Shanghai Normal University
Course: Subject Teaching
Keywords: Vocational Non-English Majors Language Learning Anxiety Anxiety to ease Classroom teaching
CLC: H319
Type: Master's thesis
Year: 2011
Downloads: 78
Quote: 1
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Abstract

Since the 1960s, with the development of humanistic psychology, the role of emotional factors in language learning by the common concern of foreign language education researchers and foreign language teachers. Many researchers as an important individual differences between emotional variables explain learners. Emotional factors, language anxiety may be the most popular foreign language learning obstacles. Foreign language learning is full of self-threat and easy to special situations that cause anxiety phenomenon. Foreign language anxiety is a collection of foreign language learning in a variety of negative emotional reactions and psychological discomfort, is one of the important variables in foreign language learning in many emotional factors. Foreign researchers in their second language acquisition research began in the 1970s, one of the representatives of Scovel, Horwitz, MacIntyre, Gardner, Young. These scholars using a variety of research methods, the relationship without the Context purpose language learning language learning anxiety, a lot of research and found that the impact of anxiety on foreign language learning. In contrast, domestic demand for foreign language anxiety research is not enough, and also the lack of adequate classroom anxiety empirical research. In recent years the development of vocational colleges in various regions of China. Vocational and technical education in the country with ordinary class higher education has the essence of the difference, vocational education training goal is to develop in line with the industry and enterprise demand for high-quality, practical talents. One hand, higher vocational students bear the heavy responsibility of the national socialist economic construction, while the other hand most of the students' English level is low. In addition, they are often confused with discomfort in the language learning process. With the promotion of education in the process of higher vocational education, vocational students account for more than 50% of the total number of college students, part of the vocational high school students from the western region, lower admission scores, poor cultural foundation, widespread enthusiasm for learning difference, learning objectives uncertainty, lack of self-confidence, no future phenomenon, especially the interest in learning the English language is not high. Therefore, it is necessary to study English anxiety problems of this huge and easily overlooked special groups to provide the necessary teaching suggestions and theoretical support for the majority of teachers in vocational language teaching. Based on this, the author of our hospital Vocational students' foreign language learning anxiety phenomenon empirical study, using a combination of quantitative and qualitative, and see the anxiety research achievements at home and abroad as well as the theoretical basis. Foreign Language Classroom Anxiety Scale designed in 1986 by the quantitative study English classroom anxiety questionnaire (Horwitz et al. Experts FLCAS), the object of study is the international trade union Management College Department of Economic and Trade 08 classes of 50 students. All data collected comparative social scientific statistical package (SPSS) 13.0, significant statistical analysis and discussion. Qualitative research taken randomly selected 13 students through the open questions and personal interviews to supplement and verify the results of the quantitative research. The study found: 96 percent of vocational high school students there are varying degrees of English learning anxiety, the communicative anxiety is the biggest obstacle to classroom learning English, negative evaluative anxiety and test anxiety, the above three factors with English learning effect negative related. Other girls compared with boys higher anxiety levels. Through the survey also found that the cause of the most important factors in foreign language learning anxiety is verbal. The respondents overall anxiety index, the average score of the respondents in the foreign language learning classroom Anxiety Scale (FLCAS), slightly higher than the average of the proceeds of foreign and domestic researchers also found that reducing students' foreign language learning anxiety aspects, the teacher plays a vital role. The study reflects the \improving the effectiveness of teaching. Based on the results of this study, the author on how through classroom teaching to help students reduce foreign language learning anxiety some suggestions.

Vocational students of non-English foreign language classroom learning anxiety

Abstract

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