Elementary English learning anxiety

Elementary English learning anxiety
The first chapter research problemsAnxiety is abnormal emotional and psychological abnormality says one of non-intelligent factors as the important component. People often think anxiety is unable to achieve target or cannot overcome obstacles that the threat of self-esteem and self-confidence, or make sense of failure and guilt and enhance the nervous, with emotional state of fear. The Chinese community "(18) Ellis in 2007 the trait anxiety into trait anxiety (anxiety), state anxiety (state) and the situation of anxiety specificanxiety sistuation angst (three kinds of anxiety. Some of the language learning anxiety to divide it into effect to promote anxiety and hinder type of anxiety. Language learning anxiety for students of influence can stimulate the student to overcome difficulties and challenges of new learning task, and make students more actively and study harder for the promotion of anxiety, conversely, give students anxiety and tension, restlessness, confidence, unfavored mental experience in learning tasks of students from anxiety for obstruction. Although anxiety for learning has positive function, but most of the time, it will bring more students are the negative effects, especially in English classroom teaching, anxiety is harmful. Students because of anxiety and nervousness, thus causing relatively poor classroom performance, and poor performance in the classroom and produce a series of bad student's psychological reaction, such as: the chain of students and other classmates era of negative evaluation, etc, these factors will scatter, students should be used to consume the memory or thinking content, so that the students can immediately energy to concentrate on learning tasks, the result that English learning by certain effect. Since the 1970s, language teaching research focus from research to study how teachers teach how learners learn. One of the important research areas are caused by learning about the differences of learner individual factors (individual difference). In this context, the researchers also begins to pay close attention to the emotional factors (such as motivation, attitude, character, anxiety, empathy, self-confidence, etc.) for language learning. This emotional factors and anxiety began concerned Horwitz (e.g., 1986, Philips, 1992; Cheng, 1994; Aida, 1994; Ganschow & Sparks, 1996, 1998; Cheng, In our country, some of the education scientific research personnel (such as YuXinLe HaoMei; HaoRePing, WangYinQuan etc.) in anxiety; also did a lot of research work, but on the whole, Chinese students of foreign language learning anxiety articles. Therefore, further understanding, understanding Chinese students of foreign language anxiety, a source of anxiety and strategies to continue.The second chapter language anxiety reasonsStudents' language anxiety is affected by many factors, which is mainly embodied in the following four:The first section student personal factors, character and cowardice lack of confidenceThese students belong to trait anxiety, and it is a more lasting anxious tendencies. In English classroom lectures often show up for: when love, to avoid eye contact with the teacher, answer questions heartbeat to accelerate, little noise, give a person a kind of feeling, numbness, still can appear even sweaty palms, phonetic tone-variation, could not say words, the phenomenon of teeth chattering.The second quarter with sudden accident cause state anxietyStudents learned knowledge of languages is not adequate preparation, was the teacher call get up answer questions that arise when nervous mood. The specific performance: language expression is not smooth, stutter, sometimes inclusions, such as "this some colloquial English", "that", "no", "HMM..." And so on.The third quarter competitive nature and easily lead to the rage of anxietyFundamentally, even the worst students grades have learn English well wish, but when they put yourself with other students will find to compare the performance than others their scores high on their good performance or class or think oneself not ideal, psychological performance will be anxious.Lots of research and teaching practice proves: language anxiety is fundamentally in the process of foreign language learning, unfavorable factors (27/2. Language testing and its methods. Beijing: foreign language teaching and research press, 1991), its harmfulness in a word: language anxiety interferes with the students' ability of development and raise the level of foreign language. Therefore, the teacher should students from anxiety reasons from the macroscopic and microscopic perspectives, to avoid, reduce, eliminate the students' language anxiety methods and strategies.Language anxiety and other types of anxiety is not the same, it results in foreign language learning, the process of learning, and test scores, language communicative competence, self-esteem, self-confidence, etc have negative influence. However, what is the cause for language learning anxiety or foreign language learning result is bad, bad grades of the learners to anxiety, has no consensus (MacIntyre, 1995). Horwitz etc (1986) believe in foreign language learning anxiety is one reason for the poor grades, and is considered Ganschow Sparks and due to poor performance in foreign language learners to learners of foreign language learning anxiety. Anyway, the impact of foreign language learning anxiety is certain.Language learning is a kind of cognitive activities through coding, storage, correction etc, process, and for the students, anxiety of anxiety over each kind of process will be generated by distraction, anxious to students focus on task, and to withstand the pressure task. Many people find foreign language learning, especially the classroom language learning, especially to let a person feel pressure and tension. Language learning seems more easily than any other course caused angst (Horwitz, 2000).Language learning anxiety of foreign language communication. In learning a foreign language heard that the read-write four elements, general aspects of anxiety in said outstandingly. Anxiety learners in verbal expression on relaxing the learners, as they speak shorter and disordered Steinberg, 1987; Ladonde (1986). Horwitz &, Anxiety in foreign learners can speak English class, the teacher and students are in the face to speak English very nervous, be afraid of making mistakes and avoid answering questions.Anxiety on learners' self-esteem, self-confidence is having a negative impact. Self-esteem is the people in their place, and the environment for its value of self-value judgment. When a familiar with the foot of the students have to face unfamiliar language or second language, he may appear transition state, afraid his anxiety that wrong, wrong or read wrong. In this situation, students are not normally exert oneself ability to cause learning failure, self-esteem, self-confidence, a vicious cycle that serious setback, resulting in failure of learning.Visible, foreign language learning anxiety on foreign language learning is not allow to ignore the negative effects.The third chapter solution of foreign language learning anxiety, although have strong negative influence, but it can be overcome. For a long time, people have been seeking ways to eliminate the learners' psychological anxiety. Causes for anxiety, I think we can adopt the strategy to help learners to eliminate foreign language learning anxiety.The first day of class a relaxing atmosphereIt requires teachers to have the right to education, teaching concept, the mentality of a smile on my face, and the students themselves and their students as equality, respect their personality, interests and hobbies. Furthermore, teachers in teaching knowledge, notice the theory with practice, namely: classroom teachers and students should use knowledge of English to express their life experience and feeling and thoughts, feelings, and shorten the distance between teachers and students, still can let students to experience the joy of success, active classroom atmosphere.The second quarter with a tolerant attitude towards language mistakes made by studentsThis is not to students by mistake, but ignore or indulge in tolerant attitude of teachers, downy, absolutely correct way may not have a finger or sniffy, lest damage error caused by the student self-esteem, or the other students. In this way, students will gradually open to speak English, where everyone speaks English environment, students will not be afraid to make mistakes concerns or wrong fear criticism, low anxiety. Only in this way, students' oral English ability and English level can be enhanced unceasingly.The third quarter to help students to build up the confidence of learning EnglishFor lack of self-confidence of students, the teacher must first told them: only confident, can have progress. When they speak, the teacher wants to smile, appreciate the expression to listen to them to encourage, silently, When they got problems, the teacher wants to slightly exaggerated language timely praise, to let them feel the joy of success, When they are wrong, the teacher must a "NO" to see its negate, expressing the correct part to a words, phrases, sentences and tense or to a meaning, so long as has the right to give a positive affirmation, and try to help them correct instructive to the change of mistakes, then, generously to praise, When there is a problem with students, teachers should try to help and guidance. Gradually, the student learning English must be strengthened, self-confidence arising from the original not confident of anxiety will gradually eased and ease.The fourth quarter of establishing harmonious relationship between teachers and students"Close the letter", the harmonious relationship between teachers and students can make their affection for English teachers in pairs of love and transformation of English teachers in this task lightly, so. Especially for female student, because their personality and emotion are fragile and sensitive, and its characteristics, and anxiety than boys, so the teacher often for girls and character of cowardice students to show more concern, care and understanding, and accurate grasp of their psychological dynamic and emotions, completes the patience careful thought, to help them overcome ourselves, cultivate their weaknesses in the character of the courage to overcome difficulties, guiding them from anxiety, with a positive attitude in life, to meet the challenge of learning.In game 5 English teaching activityLess than sermons, activities, let everybody move, let the classroom atmosphere, use games to attract live properties, imparting knowledge to students effectively. Games are one of the most effective, most students to accept the teaching means. Through the game students overcome fear, shy of psychological barriers, actively participate in the classroom, with an open mouth speaks English listening ability, thereby, hands-on ability, observation etc. Get further training, effective help memory language materials, more important is to help students concentrate, through thinking. According to psychologists, the pupils to note once only for 20 minutes, the game can adjust the students' thinking and effective learning. Games can satisfy the psychological needs of students enjoy happiness.For students, through special competitive game, especially the competitive nature of the game, can promote students' positive thinking, and use their imagination and creativity. For example, according to the text, to make a dialogue between the table, let's see who performed best, the teacher give certain incentives, such, mobilize the enthusiasm of students by. Specific practices are as follows: (1) the game for the class started. Import Design English songs, nursery, game is the primary English class teaching, a good helper. The student's mood gradually settle down, and gradually into the English class, also for better practice oral English ability, good language and intonation. (2) using the game to review the old knowledge, can use "listen" by the teacher, students do, Or by a germinal instruction, the rest of the students might do the action. Such as: T: give me your eraser/reports/some students are/repeat - each show the teacher. (3) using game show new knowledge. Through physical, pictures, chart, brief strokes and gesture to show the new teaching methods such intuitive knowledge. (4) use games to consolidate the new knowledge. Through the practice of new knowledge, the content of the text, students have the certain knowledge, can use guessing riddles, knowledge, find friends game occupations. Ed: the teacher let everyone guessing riddles, mainly is the practice of new pattern "Po am I?" "I have four legs, and have no hands, and I stand, sleep, I am getting worse?" The teacher said riddle, let the students guess. And using the same pattern let students to design let everyone guessing riddles. So with games throughout classroom. Anyhow, in English teaching, the teacher wants to be good to eliminate the students' language anxiety for students, to praise more less criticism, encourage students to blow, less often see their own advantages and progress in order to stimulate the learning of English learning motivation and achieve the goal to realize optimization courage, the quality of English teaching.The fourth chapter conclusion and existing problemsForeign language learning anxiety is a very complicated phenomenon, involving many factors, such as the character, the learners learning activities and teaching method, cultural factors and so on. Foreign teachers should learn foreign language learning anxiety theory, and will be applied to foreign language teaching practice and theory. Teachers to foreign language learning anxiety this emotion factors give enough attention to observe the student to discover what manners, foreign students of class anxiety, targeted measures to reduce their class anxiety to a minimum, and thus produce good teaching and learning effect. Foreign language learning anxiety is of great significance to the study in China, but in the research of this aspect is still lacking, especially the empirical research, the writer appeals to have more teachers and scholars to our students' foreign language learning anxiety for some empirical research, to learn more Chinese students' foreign language learning anxiety and performance, and to find the methods to solve the problems.Based on the physiological and psychological characteristics of students, they like to play, like singing, like painting, like performance, operate. Modern learning theory that "knowledge is a prospect of sexual activity background and culture, is part of the product, knowledge is in activity, in its rich scene, in cultural development and application are constantly." We will put the books static knowledge convert dynamic knowledge, students can easily in the game activities in knowledge.English as a foreign language, students lack the language environment, so the teacher should design of different activities to inspire and motivate a student creatively applied the language materials, let their English knowledge continuously strengthen and provide a display of the opportunity. First, for listening, speaking, reading and writing in English four parts, radio, English essays, English reading and written English song contest, competitions and other activities, and make them more in-depth understanding of knowledge, the development of using language skills. In addition, the classroom English garden "open" column, can show students' achievements, also can pick into some English to students, little common sense to create a mutual understanding and communication study space. These activities, students can learn English to create good environment, but also adds interest for learning, Neither of the students innovative spirit, and improve their practice ability. To meet the students' psychological needs, the teacher should according to the characteristics of the students using a variety of methods, arouse their interest in learning, and promoting the emotional communication between teachers and students, build relaxed and pleasant atmosphere, to promote students' initiative into various activities. Only meet the students' psychological needs, English teaching in English teaching, can be more vitality.