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Intermediate and Senior Chinese Oral Teaching in the View of Study Anxiety and Self Monitoring Strategies

Author: LvXueYuan
Tutor: WuZhenGuo；LuoYaoHua
School: Central China Normal University
Course: Chinese International Education
Keywords: Learning Anxiety Self-Monitoring Self-correcting Scaffolding Instruction
CLC: H195
Type: Master's thesis
Year: 2011
Downloads: 151
Quote: 1
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Abstract

In 1973, Brown published \Many scholars believe that anxiety is the most emotional factors indicates that learners learning outcomes, based on a number of study tours, and achieved fruitful research. Reference to the object, the use of Chinese spoken language classroom anxiety questionnaire and 16 international students to the Central China Normal University International College senior second class combines classroom observation, case interview students classroom anxiety was investigated. The results found that the presence of more or less learning anxiety Spoken Chinese students classroom learning; anxiety highest \Meanwhile in the practice of teaching, I found the use of the learners' anxiety and monitoring strategy seems there is a link. Self-monitoring is a common phenomenon in the process of language output, as a learning strategy earliest Rubin (1975) the United States and Canada Naiman (1975), has also experienced nearly 40 years of development. Survey of self-monitoring strategies, the main use of the spoken text analysis supplemented by classroom observation and interview study. The study showed that the prevalence of self-monitoring strategies in the students conversation class output, performance is the same amendment, the minimum error correction. In the investigation of the relationship between anxiety and self-monitoring, the use of data analysis tools chosen sociology statistical software SPSS 11.5 draw was a significant association between the conclusions of anxiety and self-monitoring, anxiety higher the value, the more self-monitoring behavior, and vice versa versa. The same correction and appropriate to insert corrective actions with anxiety value the relevance of a positive correlation. Appropriate replacement voice correction, vocabulary the correction and syntactic correction behavior was no significant correlation with anxiety value. In the classroom teaching, after four monitoring strategies play a positive role in students verbal knowledge internalization, with anxiety values ??showed a significant correlation between the same correction and proper insertion majority does not play an active verbal knowledge internalization consolidate contrary, will seriously affect the verbal fluency. Based on the above findings, I draw two basic ideas that reduce students' classroom learning in the teaching of Chinese as a foreign language spoken anxiety conducive to student learning; cultivate a sense of self-monitoring of the students properly, helps students of language mastery of skills. Combination of the relevant pedagogy genre and the author's teaching experience, I believe that the scaffolding pedagogy for senior Chinese spoken language teaching has universal applicability. Scaffolding Instruction to be able to increase the opening rate of the students by the students on the proper use of self-monitoring to reduce the error rate of oral expression. Finally, I propose that teachers select one teaching mode, in addition to the study of this teaching mode, but also with the characteristics of this course, associated with the psychological characteristics of students in verbal learning, and the only way to find teachers and students both accepted teaching model has a good effect.

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