With the development of society, people start to put more emphasis on the ability of language and speaking. Anxiety, as one ofthe important affective variables that influence the effective of public speaking has attra...With the development of society, people start to put more emphasis on the ability of language and speaking. Anxiety, as one ofthe important affective variables that influence the effective of public speaking has attract the attention of many scholars. Previous re-search has indicated that in some cultures, public speaking anxiety in a second language is much higher than peaking in a native lan-guage, but little research has been done in China. Through an empirical research in a high school, this research tries to figure out theoverall situation of high school students foreign language anxiety level, compare students' anxiety of the public speaking in Chinese andin English, and find the relationship between public speaking anxiety and foreign language anxiety, so as to provide suggestions for im-proving the design of high school English class and college English speaking courses, and give some implications for public speakingtrainings.展开更多
Thirty-two Chinese EFL learners took part in a true experiment on the effects of a Speaking Anxiety Reduction Model （SARM） developed from the Rational Emotive Behavioral Therapy （REBT）. The participants were rando...Thirty-two Chinese EFL learners took part in a true experiment on the effects of a Speaking Anxiety Reduction Model （SARM） developed from the Rational Emotive Behavioral Therapy （REBT）. The participants were randomly assigned to the treatment and the control group. Both groups received a pre- and post- test of their Speaking Anxiety （SA）, Speaking State Anxiety （SAstate） as well as speaking performance. Those involved in the treatment group also received a treatment with the SARM between the tests. The results showed that, with the effects of Language Achievement （LA） being controlled： （1） the SARM could significantly reduce the SA, SAstate, and increase the total number of words in Communication Units （CUs）; and （2） the effects of the SARM did not differ significantly in terms of gender.展开更多
This study mainly discusses the junior high school oral English anxiety, analyzes the main causes of oral English anxiety,and puts forward measures to reduce anxiety.
This research explores the studies published in English from 2004 to 2013 on the Public Speaking （PS） course to provide a preliminary framework of the research paradigm and identify its major themes and sub-themes i...This research explores the studies published in English from 2004 to 2013 on the Public Speaking （PS） course to provide a preliminary framework of the research paradigm and identify its major themes and sub-themes in this field. A maiority of the studies were from the communication literature, with the remaining studies coming from the disciplines of linguistics, education and psychology, which indicates research on PS is multidisciplinary. In the literature, the years 2004 and 2005 saw a peak of studies from native-speaking countries while the years 2011 and 2012 began to see an increase of the research from non-native speaking countries. Nearly half of the studies fell into the non-empirical category. With the method of content analysis and based on the research agenda in the public speaking proposed by Lucas （2011）, seven themes were identified, including public speaking anxiety, goals of the public speaking course and pedagogical strategies, pedagogical content, course assessment, technology and integrative methods as pedagogy, PS textbooks, and adaptation of the course to non-native speakers. It is hoped that the findings here can contribute to refining research on PS course in China and providing insights for Chinese practitioners.展开更多
文摘With the development of society, people start to put more emphasis on the ability of language and speaking. Anxiety, as one ofthe important affective variables that influence the effective of public speaking has attract the attention of many scholars. Previous re-search has indicated that in some cultures, public speaking anxiety in a second language is much higher than peaking in a native lan-guage, but little research has been done in China. Through an empirical research in a high school, this research tries to figure out theoverall situation of high school students foreign language anxiety level, compare students' anxiety of the public speaking in Chinese andin English, and find the relationship between public speaking anxiety and foreign language anxiety, so as to provide suggestions for im-proving the design of high school English class and college English speaking courses, and give some implications for public speakingtrainings.
文摘Thirty-two Chinese EFL learners took part in a true experiment on the effects of a Speaking Anxiety Reduction Model （SARM） developed from the Rational Emotive Behavioral Therapy （REBT）. The participants were randomly assigned to the treatment and the control group. Both groups received a pre- and post- test of their Speaking Anxiety （SA）, Speaking State Anxiety （SAstate） as well as speaking performance. Those involved in the treatment group also received a treatment with the SARM between the tests. The results showed that, with the effects of Language Achievement （LA） being controlled： （1） the SARM could significantly reduce the SA, SAstate, and increase the total number of words in Communication Units （CUs）; and （2） the effects of the SARM did not differ significantly in terms of gender.
文摘This study mainly discusses the junior high school oral English anxiety, analyzes the main causes of oral English anxiety,and puts forward measures to reduce anxiety.
文摘This research explores the studies published in English from 2004 to 2013 on the Public Speaking （PS） course to provide a preliminary framework of the research paradigm and identify its major themes and sub-themes in this field. A maiority of the studies were from the communication literature, with the remaining studies coming from the disciplines of linguistics, education and psychology, which indicates research on PS is multidisciplinary. In the literature, the years 2004 and 2005 saw a peak of studies from native-speaking countries while the years 2011 and 2012 began to see an increase of the research from non-native speaking countries. Nearly half of the studies fell into the non-empirical category. With the method of content analysis and based on the research agenda in the public speaking proposed by Lucas （2011）, seven themes were identified, including public speaking anxiety, goals of the public speaking course and pedagogical strategies, pedagogical content, course assessment, technology and integrative methods as pedagogy, PS textbooks, and adaptation of the course to non-native speakers. It is hoped that the findings here can contribute to refining research on PS course in China and providing insights for Chinese practitioners.
