Students’NervousnessinOralEnglishClass淺析學生在口語課堂上的緊張因素

1、畢業(yè)論文淺析學生在口語課堂上的緊張因素姓名：系別：外語學院專業(yè)：英 語學號：040612011指導教師： Shannon Carson20 年 5 月Students Nervousness in Oral English ClassbyShangqiu Normal UniversityMay 20Contents摘要 Abstract . 1. Introduction . . . . 12. Student factor . . . 12.1. Capability . 12.2 .Motivation . . 23. Teacher factor . . . . 23.1. Teach

2、ing Approaches . . 33.2. Classroom Atmosphere . . 43.3. Teaching Materials . . 54. Other factors . . 64.1. Class Size . . . 64.2. Classroom Design . . 65. Suggestions to solve the problem . . 76. Conclusion. . . . . .8摘要本文著重研究學生在口語課堂上的緊張因素。 緊張定義為當一個人在工作的時候遇 到困難所產生的焦慮， 恐慌的感覺。 學生在口語課堂上所產生緊張的因素有很多。 然而，

3、 學生在口語課所產生的緊張因素是很復雜的， 它不僅僅是缺少交流。 還包括學生的能力、 動機，教學方法，教室的氣氛，和教材的內容，另外還有教室的設計和大小。所以說找出原因并不是個容易的事情。在文章最后，作者提供了三個方法來避免學 生在課堂上緊張的原因。第一，老師要求學生在課后增加閱讀的數量，這樣可以使學生 在討論話題的時候有話說。第二，老師與學生關系好與壞是直接導致課堂氣氛的重要因 素。一個活躍的課堂氣氛在口語課中也扮演著一個非常重要的角色。第三，老師有責任 了解到每個學生的特點，這樣有助于更好的與學生交流。關鍵詞 ：口語課；緊張；因素IIAbstractNervousness can be e

4、xplained as when a person suffers anxiety or has difficulty working the way they usually do. There are various reasons for students nervousness in oral English class. We have already known that the size of a class directly influences the chances of teacher to student, student to student interaction.

5、 However, studentsnervousness in oral English class is formed out of many complex reasons not just the lack of interaction. There are various reasons for students nervousness in Oral English Class. It is not an easy task for teachers to find these reasons. This paper will try to find the different c

6、auses for students nervousness. At the end of the paper, the writer will provide three methods to avoid students nervousness in oral English class.Keywords: Oral English； nervousness； factorsIII1. Introduction“The goal of language teaching is to cultivate students communicative competence ” (Wilga.

7、M .1998:35). Oral English class plays an important role in improving this competence in students. ( 裴蓉 , 2003) With the development of English language teaching in China, oral English is becoming an important course in college. However, some students still find it difficult to speak in oral English

8、class. As a result of their nervousness, they do not want to open their mouth to speak even if they have ideas. A major goal of English language teaching is to make students use English effectively in communication ( Harmer Jeremy, 2001).Oral English class requires interactive communication (Rixhar

9、Jack.C, 2001). There are two major types of classroom interaction: student-to-student interaction and instructor-to-student interaction (Rixhar Jack.C, 2001). As long as the students and teacher cooperate and interact well, students are more likely to be less nervous and communicate more actively. T

10、herefore, we need consider tothe causes for this behavior and subsequent lack of communicating.2. Students factorTeachers and students often find speaking activities to be the most difficult and demanding (劉駿 ,2005). Students nervousness may be triggered by lack of capability, anxiety, motivation or

11、 teaching approaches.2.1 CapabilityThe students linguistic competence can be reflected by the s tudents capability in oral English class. Linguistic competence is concerned with knowledge of the language itself, including a knowledge of spelling, pronunciation, vocabulary, grammatical structure, sen

12、tence structure and semantics. (裴蓉, 2003). Pronunciation is the most common problem for many students, especially; some students who come from the remote countryside. Many students have a lot of ideas and want to speak in class however, if they do not have a good linguisticcompetence they may be too

13、 nervous to speak.2.2 MotivationA students performance in any class is often affected by his motivation. Some students are motivated by good grades, pause, financial reward or approval by their teachers or parents (楊德洪 , 2005).However, motivation is difficult to find in students who have been forced

14、 into studying English by their parents ( 楊德洪 , 2005).For example, some learn actively because they want to work as a secretary, or vocational worker.Most of the students consider English a good tool for finding job, so they learn English actively and well. These students are more likely to cooperat

15、e with the teacher in class. Furthermore, they will likely not learn very well or quickly and will lose confidence as a result. They will likely be nervous in class and be afraid to speak they may be laughed at or looked down upon by others.Motivation influences learnersparticipation inF ocrlaesxsa.

16、mple, studentsnervousnessin oral English class has of being compeled to learn. If they can learn actively, the teaching process may bring better results.3. Teachers factors3.1 Teaching ApproachesSpeaking is an important part of everyday communication. It can measure the students language competence

17、in real life. For example, the students want so say something with others, but they do not have good language. However, they do not how to say. And most of the time the first impression of a person is best established with his or her ability to speak (Harmer Jeremy, 2001).Teachers have the responsib

18、ility to create conditions to cultivate the speaking ability of students, especially in class (Harmer Jeremy, 2001).Teaching approaches can influence student psa rticipation in oral English class ( Harmer Jeremy, 2001).For example, when the teacher use relaxed way to teach in class, play some games,

19、 the students will be pleased to take part in the activities and learn happily; if teachers are always giving speeches in a boring way, the students will be tired and hardly concentrate in class.The traditional teaching methodology in China is called “duck stuffing （ 劉” 潤 清 ,2003:45）or spoon-feeding

20、. This teaching method calls on the teachers to control and direct the class, and the students are the listeners. This strongly influences college education as the students often keep silent and take part in activities passively. They are rarely called upon to speak or have a “real life ” conversati

21、on. This method is obviously ineffective in oral English classroom （劉潤清 ,2003）.If the students are always forced to listen to the class, the teaching results will always be ineffective or even poor. For example, in a class which the teacher just endless giving information of the book and the student

22、s are forced to remember what the teacher said, the teaching result is definitely poor and ineffective. Therefore, there must be some other methods that can attract students attention and make them eager to learn in class. There is a method called Task-Based teaching. The Tasks Based Approach to tea

23、ching emphasizes communication between students and teachers and students and student楊s （德洪 , 2005）.It is a language teaching method under the communicative framework （ 楊德洪 , 2005）. If the teachers and students can communicate well, they can easily understand each other, so they would be gladly to c

24、ooperate with each other. The language teaching focuses on learners interaction and cooperation, and encourages students to learn language by doing things. For example, teachers cab design some games during which the students can play happily, learn knowledge easily and remember quickly, such as com

25、petition in some groups, teachers also can teach the students English poets, songs, tongue twister., from which they enjoy themselves as well as learn. “Task-based language teaching reflects the new ideal and concept in language teaching, and opens a new channel for English teaching in Chin”（a.Willi

26、s Janes, 1996:65） The Task-Based teaching combines the input and output effectively. In the finishing process, students are required to solve some communicative problems. Some motivate students to learn language through practice, discussion, analysis and cooperatio劉n （ 潤清, 2005）.In this way, student

27、s can learn language actively and effectively. The Task-Based approach is certainly a better method than“ duck stuffing ”. It may help the students feel more make a relaxed and build a more harmonious environment and atmosphere for students in class（劉潤清, 2005）.3.2 Classroom AtmosphereSpeaking is the

28、 most demanding task for students and teachers. The teachers have an obligation to create an active and relaxed classroom environment. The classroom climate is mainly determined by the interactive activities. The classroom atmosphere has a considerable influence on oral English class. Explain as if

29、the teacher always encourage the students to answer questions although the answers are wrong, the classroom atmosphere is harmonious. The students would become relaxed in such class. So they can be more active and more likely to cooperate with teachers without nervousness. If the teachers are very s

30、trict and always scold the students for doing anything, the classroom atmosphere is horrible. The students get nervous and scared to answer any questions.To create a more relaxed atmosphere. Teachers should get closer to their students emotionally. It is better for the teachers to move around the st

31、udents than to stay at one place. Teachers can also communicate with students more. For example, asking about their daily life, ask them whether they need some help, or whether they have advice or suggestions for the teachers. May be the communication will certainly relate the students and the teach

32、ers closely. Because the students think teachers are their friends. If the students are cared about by teachers, they will be more thankful, they will understand the teachers better, they will be more likely to learn knowledge or cooperate with teachers, and the class atmosphere can absolutely be mo

33、re harmonious and relaxed.Students who fall in the with the teacher sa zreo nliek ely to participate in a lesson thanstudents who fall outside the action zone （劉駿, 2005）. Students who stay far away from teachers may lack contact with the teacher, may be they keep silent or do other things on class （

34、劉駿, 2005）. Although a teacher may feel that all the members in class have an equal opportunity to participate they often do not. Teachers need to have interaction with the entire class, in a way that allows all the students equal opportunities to participate. How are they going to do this? A good in

35、teractive classroom can motivate all the students to participate actively. If the classroom environment is dull and inactive, it can make students nervousness. As a guide in classroom, teachers have the responsibility to create an active class. Teacher should do some games and then the students nerv

36、ousness might be diminished greatly ( 劉 駿,2005).3.3 Teaching MaterialsTeaching material includes he textbook or any other material used by the teacher to help the students learn. The correct or incorrect application of teaching materials plays a very important role in the teaching process. Teaching

37、material can influence students p in oral English class. The content and quality of teaching materials will determine effect of teaching in class (Rixhar, 2001). Some students want to participate in oral English class, but they are not familiar with the oral topic or the issue being discussed. They

38、may also lack of the relative background information or knowledge. Therefore, they should not use their own words to discuss the topic with other students. Because they are afraid say wrong .In addition, some students have no interest in the materials the teacher chose for them, and they would like

39、to keep silence instead of saying something, so the teacher should choose teaching materials carefully. Firstly, the vocabulary, grammar and knowledge should fit the students capability (Rixhar, 2001). Secondly, the topic and contents should not be far away from students daily life or their interest

40、s (Rixhar, 2001). In a word, the teaching material in oral English class is a carrier, they are willing to express themselves. Students ner vousness may be avoided and diminished if teaching materials are well chosen (Rixhar, 2001).4. Other Factors4.1 Class SizeThe size of a class directly influence

41、s the chances of teacher to student, student to student interaction. A recent study found that there are two types of classroom. One is a big classroom, with more than 45 students and the other is a small classroom with less than 2穆5 (可娟,2000）. The large number of students makes finding out the reas

42、ons for nervousness really difficult （ 穆可娟 ,2000）.The smaller classroom allows the teacher to become familiar with everyone and communication is easier. Thus, the teacher has more chance to motivate and encourage them （穆可娟, 2000）.This experiment showed that students nervousness in oral English class

43、 is often the result of large class size （穆可娟, 2000）.If the class size is big, the teacher may find the students difficult to control and thus the students nervousness can not be addressed and corrected. As well, teachers can help students avoid their nervousness if the class size is held to below 3

44、0 （穆可娟 , 2000）. The opportunity for students to communicate is less, thus, some active students get more opportunities.4.2 Classroom DesignThe teachers position in the position in the classroom is also an important factor in students nervousness 裴（ 蓉, 2003）.In China, the traditional classroom design

45、 has the students sitting and arranged in rows, one after another. The teacher stands in front of the classroom. This design makes it diffcult to have group discussions. Students often just talk with the student one next to them; nervousness may develop in one and teach the other the bad habit of ke

46、eping silent also or transltating for this friend. The teacher may find difficult to make a balance between the students （ 裴蓉, 2003）. Another classroom design allows most students to sit face-to-face or sit in a circle. The teacher can walk around the classroom more easily and find problems. The stu

47、dents who always keep silent will find the teacher able to find and encourage them more （ 裴蓉, 2003）.Therefore a good classroom design may make classroom activity more effective students who normally do not talk will have more chances to speak.5. Suggestions to Solve the ProblemStudentsnervousness in

48、 oral English class is formed by many complex reasons, including, teaching approaches, classroom atmosphere, teaching material, class size, classroom design. Teachers and students still have a long way to find all the corresponding reasons for nervousnessa nd the solutions for them. From the researc

49、hes and discussions of other scholars, we can find many ways to avoid student snervousness in oral English class.Firstly, as studentsknowledge constrains their participation in oral English class, teachers need to encourage them to do some reading after class. As long as they have some related knowl

50、edge about the topic, they may not feel as nervous. It is necessary for teachers to choose topics that most students already have something to say about. If the students know little about the topic, they will likely keep silent and the activity may fail.Secondly, an active classroom atmosphere is ve

51、ry important for oral English training. A close relationship between the teacher and students is important. It can decrease students nervousnessi f teachers are studentsare friends, it can help to avoid studentsanxiety and make the students speak more. They may also feel more relaxed when they say something. Students nervousnse smay disappear gradually if their teacher participates in class as a friend. When they have difficulties, they will turn to the teacher for help without any