Review of Studies of Foreign Language Classroom Anxiety

Anxiety is considered to be one of the key psychological variables as well as one of the important emotional factors that affect language learning. Taken into account that classroom is the main place in which Chinese college students learn English,it is of great significance to study students' language anxiety in the classroom environment. Based on the previous researches, this paper reviews the relevant studies in this area conducted at home and abroad.

A Brief Look at Classroom Activities of Foreign Language Teaching

分别对热身、采访、猜疑、拼板、协同、讨论、模拟与角色扮演等七类外语教学课堂活 动进行论述,分析了它们在外语教学中的作用,并针对活动的操作提出了一些建议。

Foreign Language Classroom Discourse Analysis

This paper reviews some works done to classroom discourse analysis and summaries some peculiarities of foreign language classroom discourse.Some strategies are proposed for the teachers to activate students into communicative teaching activities in classroom for the purpose of improving college English teaching and learning.

A Brief Analysis About the Function of the Communicative Approach -- It Can Lighten Classroom Anxiety in Foreign Language Teaching

Classroom Anxiety is very common and to some extent it influences students＇ achievements in foreign language learning. So, how to solve this problem in order to help students have a good performance in foreign language learning is a very urgent issue. According to the writer＇s study, communicative approach is an effective method to deal with it.

Language Learning Strategies and Strategic Teaching in the Foreign Language Classroom

The results of a great deal of research have suggested that language learning strategies can be taught and that instructing learning strategies and integrating them into regular instruction can greatly facilitate the learning of a second/foreign language.The aim of this article is to draw the readers' attention to strategic teaching that should be introduced in the foreign language classroom in order to meet the demands of contemporary language education. In particular, it points to the necessity that teachers should change their attitudes towards the roles they play in the classroom to become truly responsible for their learning.

An Empirical Study on Foreign Language Classroom Anxiety of College Students

Classroom anxiety could exert a tremendous influence on foreign language learners during their process of studying.Within this study,353 college students of China Youth University of Political Studies(CYUPS)are selected as participants;the Foreign Language Classroom Anxiety Scale(FLCAS)is applied as a tool and Statistic Package for Social Science(SPSS)software is used to analyze all the data to figure out whether there is difference on genders,grades,and majors among college students on their levels of foreign language classroom anxiety.The results show that considering all three anxiety perspectives:communication apprehension,test anxiety,and fear of negative evaluation,anxiety level between males and females are similar;there is also no significant difference among grades;however,English majors are significantly less anxious than non-English majors on test anxiety.

Speaking Anxiety in a Kazakhstani Foreign Language Classroom

The present study aimed to contribute to our understanding of foreign language anxiety, in general, and in particular speaking anxiety in Kazakhstani environment. It was the first attempt to fill this gap and reveal more about the speaking anxiety in the Elementary level of Kazakh students group, having considered how anxiety might have affected speaking and overall classroom performance. This study addressed the issue of identifying foreign language speaking anxiety and the major consequences of language speaking anxiety reported by students learning English in the evaluation of the foreign language classroom. Anxiety levels in Kazakh students of English were studied through self-evaluation using a scale adapted from the FLCAS （Foreign Language Classroom Anxiety Scale） developed by E. K. Horwitz, M. B. Horwitz, and Cope （1986）. As revealed by the results of this study, English language speaking anxiety does exist among the Kazakh second-year university students who participated in this study. And too, the study revealed that these students have had a number of negative experiences with speaking activities in a foreign language class.

A Case Study on the Pattern of Classroom Discourse in Teaching Chinese as a Foreign Language

Based on the IRF(initiation,response,and feedback)classroom discourse structure model proposed by Sinclair and Coulthard,this research analyzes and studies the actual corpus of Chinese classroom teaching in Thailand,focusing on the structural model of teacher-student communication discourse,mainly from two aspects of teachers'feedback.On the one hand,it investigates whether IRF is fully applicable to Chinese classroom teaching and whether there are special situations to it.On the other hand,it attempts to summarize the discourse structure model of Chinese classroom teaching and explores the application of the research results in helping Chinese teachers improve their teaching quality in hope that constructive suggestions can be proposed for teaching Chinese as a foreign language.

A Study on Left-behind Junior Students'Foreign Language Learning Anxiety

Since the 1960s, foreign language educators and researchers home and abroad have started to pay attention to the influence of the affective variables including language learning anxiety on foreign language learning. This thesis tried to find out the factors that may influence the foreign language learning anxiety level of left-behind students and put forward ways to help lower down the foreign language learning anxiety level of the left-behind junior middle school students.

Foreign Language Enjoyment and Anxiety:Associations With General and Domain-Specific English Achievement

Recent research has confirmed the predictive effect of general foreign language(FL) achievement on Foreign Language Enjoyment(FLE) and Foreign Language Classroom Anxiety(FLCA).However,few studies have examined the effect of domain-specific language achievement in shaping FL learning emotions.The present study thus aims to examine how FLE and FLCA are linked to overall FL achievement and self-perceived achievement in six different domains across listening,speaking,reading,writing,vocabulary,and grammar.A total of 1,415 Chinese senior secondary students participated in the questionnaire survey.Regression analyses showed that 1) both FLE and FLCA were predicted more by self-perceived general English proficiency,while less by actual English achievement;2) perceptions of speaking and grammar competence were significant predictors of both emotions;3) perceived reading competence predicted FLE significantly but not FLCA;and that 4) perceptions of listening,writing,and vocabulary competence predicted neither FLE nor FLCA.The implication is that domain-specificity should be taken into consideration in future explorations of FL emotions.

Foreign Language Enjoyment and Anxiety: The effect of teacher and learner variables (Ⅰ)

Positive psychology has boosted interest in the positive as well as the negative emotions that Foreign Language learners experience. The present study examines whether -and to what extent -foreign language enjoyment (FLE) and FL classroom anxiety (FLCA) are linked to a range of learner-internal variables and teacher/classroom-specific variables within one specific educational context. Participants were 189 British high school students learning various FLs. Levels of FLE were linked to higher scores on attitudes towards the FL, the FL teacher, FL use in class, proportion of time spent on speaking, relative standing and stage of development. Lower levels FLCA were linked to higher scores on attitudes towards the FL, relative standing and stage of development. FLCA thus seems less related to teacher and teacher practices than FLE. The pedagogical implication is that teachers should strive to boost FLE rather than worry too much about students' FLCA.

A Path Analysis of the Interrelationship Among EFL Learners’ Humor Style, Anxiety, and Language Proficiency

Humor is a complicated part of the human experience and therefore an important dimension of humanity’s unique ability for language. The main purpose of this study is to find which dimension of humor styles can better predict anxiety and language achievement. The participants of the present study were 210 (103 female and 107 male) Iranian advanced EFL learners with different ages, both genders, and various educational backgrounds. Convenience sampling was employed to collect data. This study utilized one test and two questionnaires which are Preliminary English Test (PET), the Humor Styles Questionnaire (HSQ), and The Foreign Language Classroom Anxiety Scale (FLCAS). Path Analysis and Pearson correlation were used to analyze data. Results showed that all four sub-constructs of humor styles, affiliative humor (β=-0.27, p < 0.05), self-enhancing humor (β=-0.31, p < 0.05), aggressive humor (β= 0.17, p < 0.05), and self-defeating humor (β= 0.20, p < 0.05) are significant predictors of learners’ anxiety. However, among four sub-constructs of humor styles, only affiliative humor (β=-0.32, p < 0.05), and self-enhancing humor (β=-0.25, p < 0.05) are positive significant predictors of learners’ Language Achievement. In addition, language achievement is predicted negatively by anxiety (β=-0.26, p < 0.05). Two paths from aggressive humor to language proficiency (β= 0.09, p > 0.05), and from self-defeating humor to language proficiency (β= 0.07, p > 0.05) were not significant and removed from the model. With regards to the field of foreign language, humor has been identified as a powerful means to decrease students’ anxiety in a foreign language learning situations and it helps language learners in performing in a foreign language.

国内外语教学翻转课堂研究:范围综述

本文基于范围综述研究框架,以2013—2021年在CSSCI来源期刊和北京大学中文核心期刊上发表的226篇有关外语教学翻转课堂研究的论文为研究对象,采用文献计量法和内容分析法,从文献基本信息、研究主题、发展动态、研究方法、研究内容及实施效果6个维度进行统计分析。研究结果显示:外语翻转课堂研究发文量逐年降低;热点主题演进趋势呈现早期以理论引介为主,中期以本土化应用为主和后期以实证调查为主的发展态势;相关研究以实证类为主,主要采用混合式研究方法;翻转课堂对外语教学总体产生积极影响。现存问题是研究内容相似;研究方法同质性较高,缺乏创新性。

大学英语学习者社会支持感、外语情绪与学习投入的关系探究

基于对682名高校英语学习者的调查问卷探究了大学生社会支持感、外语情绪与学习投入现状以及三者之间的关系,研究发现:(1)大学英语学习者社会支持感和学习投入均处于中等偏上水平,英语学习过程中,他们经历较多愉悦情绪、中等水平的焦虑以及低水平的无聊情绪;(2)社会支持感对学习投入及其子维度均有显著正向预测作用,其中对认知投入预测作用最强,情感投入最弱;(3)社会支持感通过外语愉悦的中介作用正向预测学习投入,通过外语无聊的间接中介作用负向预测学习投入,而焦虑的中介效应不显著;(4)外语焦虑在社会支持感和学习投入之间起负向调节作用。因此,外语教师应积极构建有效的社会支持系统,培养学生正性情绪,以增强学生投入。

对外汉语课堂教学语言研究述评

本文对1998年至2023年共24年间发表在CNKI期刊上的62篇对外汉语课堂教学语言研究的论文进行了统计,从对外汉课堂教学语言的分类、功能特点与作用、不规范现象和规范化方法三个角度进行了评述和分析,探讨了现有研究存在的问题及发展方向,以期提高教师对课堂教学语言的重视程度,并引发教师对对外汉语课堂教学语言如何更有效地作用于教学的思考。

OBE教育理念下的外语课堂形成性评价:理论与实践构念

OBE(Outcome-Based Education)教育理念强调以学生为中心、以产出为导向、注重教学和学习的持续改进。它不仅关注学习成果,还关注如何评价学习成果。课堂形成性评价是连接“教”与“学”的有效方式,在学业评价范式变革中发挥着越来越重要的作用。本文以分析课堂形成性评价的理论框架、实施工具与方法为基础,对外语课堂形成性评价的理论和实践构念进行系统阐述,对目前存在的问题提出对策和建议,从而为促进外语课堂形成性评价研究和实践提供启示。

基于课堂应答系统的游戏化外语教学的探索

在大学外语课堂这一特殊的教学场景中,传统的互动教学策略达不到预期效果,学生在课堂上的参与度不高。课堂应答系统作为游戏化教学的工具,通过引入即时反馈和竞争机制游戏元素,可以有效提升学生的学习兴趣和参与度。作为基于现代信息技术的教学辅助工具,课堂应答系统通过将课堂教学与电子设备相结合,有效实现了教师与学生之间的实时互动。

基于课堂革命视角的高职院校混合式外语教学改革策略研究

课堂革命理论为混合式外语教学提供了新视角,重点在于理解教育模式的创新和学生中心的教学方法。高职院校当前混合式外语教学面临着线上线下融合不足、技术平台限制、教师适应性问题及学生在线学习参与度低下等挑战。针对这些问题,提出了增强线上线下教学融合、优化技术平台与教学工具、提升教师混合式教学能力以及促进学生在线学习的参与与效果等改革策略。

思政视角下的优秀高校外语教师课堂积极话语分析

采用课堂观察法和语料库驱动法,从课程思政视角分析同种课型和不同课型间外语教师课堂积极话语建构异同。将20名“外教社杯”全国高校外语教学大赛教学大赛获奖教师分为综合课组和视听说课组,对比不同参赛年份和课程组别的教师思政话语频次和维度发现:外语教师思政育人的自觉性不断提高;不同课型的教师课堂积极话语建构存在差异,综合课组教师的积极话语频次显著高于视听说课组;教师的积极话语大多为思想素质维度;积极话语数量不是教学效果的决定因素;授课主题影响教师课堂积极话语的维度分布。研究表明:相关政策引导是教师思政意识的助推剂,而课程内容是课程思政的重要前提,但受到课程类型和单元主题的影响。

过程戏剧在艺术类院校外语课堂接受度研究

近年来,推进艺术类院校国际化发展成为双一流建设的重要内容,而变革多元外语教学模式成为提升艺术类院校国际化竞争力的有效路径。本研究聚焦过程戏剧这一新兴教学模式,运用问卷调查法,从绩效期望、努力期待、社会影响、促进条件、享乐动机、价值权衡、习惯等七个维度调研237位艺术类院校本科生对过程戏剧教学法的态度。通过UTAUT2模型的回归分析,发现社会影响、享乐动机、价值权衡和习惯显著影响艺术院校学生对于过程戏剧教学法的接受度,而绩效期望和努力期望未产生显著影响。研究根据这一结论提出了一系列针对性的教学建议,为过程戏剧在艺术院校英语课堂中的有效实施提供了理论依据和实践指导。