毕业论文正文规范模板(英文)(2013届起使用).docVIP

An Analysis of Language Anxiety upon College Students’ Oral English Learning 1. Introduction In oral English learning in college, foreign language anxiety is an obstacle. Some learners may have the feeling of being unable to express their own ideas. And they can not communicate with other people in English. Often in English class, the majority of the students keep silent. They do not want to speak English before others. College students have learned English for over 6 years before entering college. But why do some of them still keep silent in English class? What can we do to reduce the foreign language anxiety in oral English learning? English teachers in Chinese college often wonder about these problems. The reasons are various. 2. Overview of Anxiety To begin with the research, this part provides some definitions for the terms in this thesis and the relationship between foreign language anxiety and oral English learning. 2.1 Definitions of Anxiety Anxiety is first a psychological term. In the past few decades, anxiety has been recognized as an important factor that influences students’ language learning processes. Some previous researches have already defined the term anxiety. As early as 1973, H.D. Brown predicted that the construct of anxiety was intricately intertwined with self-esteem, inhibition, and risk-taking, and that it played an important affective role in second acquisition (1973:231). Anxiety is an important factor related to foreign language learning. It has long been the major psychological variable in education and the interest of teachers and educational psychologists (Li et al., 2006:217). However, it is not easy to give a satisfactory definition of anxiety. Anxiety, in the sense of psychology, is described by Spielberger (in Scovel, 1978: 32) as “an unpleasant emotional state or condition that is characterized by subjective feelings of tension, apprehension, and worry, and by activation or arousal of the automatic nervous system”. Scovel def