摘要
本论文就大学生课堂口语表达方面焦虑的程度、焦虑与口语表达的关系、焦虑的性别差异、以及如何降低学生的课堂焦虑、帮助其提高口语表达能力等问题作了研究。研究对象分为实验组和对照组。对照组采用传统的以教师为中心的教学模式,实验组在调查研究的基础上针对性地改进教学模式,采用以学生为中心的交际教学法。实验结果表明:(1)大学英语课堂上学生受较高焦虑的困扰而惧怕发言;(2)男女学生在课堂焦虑的程度上没有区别;(3)学生的课堂焦虑是制约其英语口语表达能力的重要因素,且二者呈显著负相关;(4)教师可以通过交际教学法给学生提供较多的口语锻炼机会,创造轻松的课堂交流环境,从而降低学生的焦虑。
This study investigates the level of college students' classroom anxiety,the correlations between classroom anxiety and students' foreign language oral performance,gender difference related to classroom anxiety as well as the teachers role in creating a relaxed learning environment and reducing classroom anxiety.The research was carried out by doing an experiment between an experimental class and a controlled class. The results indicate that L2 classroom anxiety is common among college students and is significantly and negatively associated with students' oral performance.In addition,the study shows no gender difference so far as classroom anxiety is concerned.It also suggests that classroom anxiety can be reduced if a communicative approach is adopted,in which students are provided with a lot of opportunities to perform meaningful tasks in pairs and groups.
