一例大一新生英语学习适应障碍的心理干预

A case of psychological intervention of freshmen's English learning adjustment disorder

通过对一名大一新生英语学习适应障碍的心理结构进行表征分析,阐释了该生是围绕对大学英语课堂的条件性焦虑情绪反应这个核心关键因素,不断循环增强以至放大泛化为一组英语学习障碍问题;运用暗示学习技术为来访者重新塑造一组积极的学习英语的情绪行为反应,同时给予其英语学习策略指导,使其英语学习效率迅速提高。

Characterizes a freshman＇s psychological structure of English learning adjustment disorder, illustrates that the student forms this problem by loop amplifier of one core key factor-conditioned anxiety reaction for the college English classroom; uses the implied learning techniques for visitors to re-shape a series of positive emotion and behavior for learning English, while giving the English Learning Strategies guidance, to rapidly improve the English learning efficiency.