解决外语课堂上焦虑问题的可选对策
摘要
本文是一项有关外语课堂上情感焦虑的研究。自从克拉中的情感过滤假说提出以来，焦虑问题引起国内外外语教育者的关注，其中一项很有影响的定性研究是知名学者Amy B.M.Tsui所作的《第二语言学习中的沉默与外语课堂焦虑》的调查。
本项研究是在Amy B.M.Tsui(1985)研究的基础上，进一步验证外语课堂焦虑产生的原因和解决外语课堂焦虑的策略。Amy B.M.Tsui选择的受试对象是中学英语教师。而以国内普通工科院校的非英语专业学生为受试对象的研究廖廖无几。此项研究旨在为这一领域的研究提供相关的实证数据和建议。
论文分为五章，前两章阐述了外语课堂焦虑的定义，归因以及该领域研究的进展状况。第三章和第四章陈述了本文所从事的研究：目标、对象、工具、方法以及数据的结果与分析。研究表明，由于学生的英语水平、认知风格和文化、教育背景的不同，Amy B.M.Tsui得出的产生课堂焦虑的五个因素和解决焦虑的五点策略只适合大学外语课堂环境中的部分学生。据此笔者提出五点个人建议，为从事普通工科院校非英语专业教学的实践教师解决外语课堂焦虑问题提供一些可选择的策略。
This thesis is a project on foreign language classroom anxiety. Since Krashen put forward the affective filter hypothesis, more and more concern has been paid to the anxiety problem by foreign language educators and researchers at home and aboard. Among them, one qualitative research in Reticence and Anxiety in Second Language Learning by Amy B. M. Tusi stood out and received much attention.
My project intends to justify the causes for foreign language classroom anxiety and corresponding strategies, based on the research of Amy B. M. Tusi (1985). The subjects in Tsui's project are English teachers in secondary school. Little research has been done on non-English-major students in the general university of technology in mainland of China. Therefore, this thesis will provide some practical data and suggestions for the research in this field.
The whole thesis consists of five chapters. The first two chapters mainly discuss the definition, the causes of foreign language classroom anxiety and current research in this field. The third and the fourth parts focus on the research in this thesis: objects, subjects, instruments, methodology and data results and analysis. The study shows that because of the difference in English proficiency level, style of cognition, culture, and educational background among students, five factors and five strategies for foreign language classroom anxiety proposed by Amy B. M. Tusi only fit some students in college English class. Based on the data results, five personal proposals are put forward, and I hope these
proposals will provide some options for practicing English teachers of non-English-major instruction in the general university technology to cope with foreign language anxiety.
本项研究是在Amy B.M.Tsui(1985)研究的基础上，进一步验证外语课堂焦虑产生的原因和解决外语课堂焦虑的策略。Amy B.M.Tsui选择的受试对象是中学英语教师。而以国内普通工科院校的非英语专业学生为受试对象的研究廖廖无几。此项研究旨在为这一领域的研究提供相关的实证数据和建议。
论文分为五章，前两章阐述了外语课堂焦虑的定义，归因以及该领域研究的进展状况。第三章和第四章陈述了本文所从事的研究：目标、对象、工具、方法以及数据的结果与分析。研究表明，由于学生的英语水平、认知风格和文化、教育背景的不同，Amy B.M.Tsui得出的产生课堂焦虑的五个因素和解决焦虑的五点策略只适合大学外语课堂环境中的部分学生。据此笔者提出五点个人建议，为从事普通工科院校非英语专业教学的实践教师解决外语课堂焦虑问题提供一些可选择的策略。
This thesis is a project on foreign language classroom anxiety. Since Krashen put forward the affective filter hypothesis, more and more concern has been paid to the anxiety problem by foreign language educators and researchers at home and aboard. Among them, one qualitative research in Reticence and Anxiety in Second Language Learning by Amy B. M. Tusi stood out and received much attention.
My project intends to justify the causes for foreign language classroom anxiety and corresponding strategies, based on the research of Amy B. M. Tusi (1985). The subjects in Tsui's project are English teachers in secondary school. Little research has been done on non-English-major students in the general university of technology in mainland of China. Therefore, this thesis will provide some practical data and suggestions for the research in this field.
The whole thesis consists of five chapters. The first two chapters mainly discuss the definition, the causes of foreign language classroom anxiety and current research in this field. The third and the fourth parts focus on the research in this thesis: objects, subjects, instruments, methodology and data results and analysis. The study shows that because of the difference in English proficiency level, style of cognition, culture, and educational background among students, five factors and five strategies for foreign language classroom anxiety proposed by Amy B. M. Tusi only fit some students in college English class. Based on the data results, five personal proposals are put forward, and I hope these
proposals will provide some options for practicing English teachers of non-English-major instruction in the general university technology to cope with foreign language anxiety.
引文
1. Allwright, D., and K. M. Bailey (1991) Focus on the Language Classroom: An Introduction to Classroom Research for Language Teachers. Cambridge: Cambridge University Press.
2. Allwright, R. (1980) Turns, topics and tasks: Patterns of participation in language learning and teaching. In D. Larsen-Freeman (ed.), Discourse Analysis in Second Language Acquisition. Rowley, MA: Newbury House.
3. Bailey, K. M. (1983) Competitiveness and anxiety in adult second language acquisition: Looking at and through the diary studies. In H. Seliger and M. H. Long (eds.), Classroom Oriented Research in Second Language Acquisition. Rowley, MA: Newbury House.
4. Beebe, L. (1993) Risk-taking and the language learner. In H. Seliger and M.H. Long (eds.), Classroom Oriented Research in Second Language Acquisition. Rowley, MA: Newbury House.
5. Brown, G., Anderson, A., Shillcock, R., & Yule, G. (1984). Teaching talk: Strategies for production and assessment. Cambridge: Cambridge University Press.
6. Burt, M. K (1990) DISCOURSE MARKEDNESS AND STRUCTURAL MARKEDNESS Studies in Second Language Acquistion, 12,43-64
7. Crookes, G., & Gass, S. (Eds.). (1993a). Tasks and language learning: Integrating theory and practice. Clevedon, England: Multilingual Matters.
8. Crookes, G., & Gass, S. (Eds.). (1993b). Tasks in a pedagogical context: Integrating theory and practice. Clevedon, England: Multilingual Matters.
9. Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.
10. Foss, K. A., and A. C. Reitzel. (1988) A relational model for managing second language anxiety. TESOL Quarterly, 22,3,37-54.
11. Feng Yan (1998) Give Voice To Silent Learner In Speaking Class ELT Methodology. Vol. 87, No.2, February 1998
12. Gardner, R. C., and P. C. Smythe. (1975) Motivation and second language acquisition. Canadian Modern Language Review, 31,218-230
13. Guiora, A. (1983). The dialectic of language acquisition. Language Learning, 33, 3-12.
14. Helgesen M. (2002) "What are some ways to increase language output inside and outside classroom?" Http://www.eltnews.com/columns/thinktank/index.shtml 4/12/2002/10/21
15. Hilleson M. (1990) "I want to talk with them, but I don't want them to hear": an introspective study of second language anxiety in an English-medium school Reticence and Anxiety. July 1990
16. Holliday, A. (1994). Appropriate methodology and social context. Cambridge: Cambridge University Press.
17. Horwitz, E., M. Horwitz, and J. Cope (1986) Foreign language classroom anxiety. Modern Language Journal, 70,1,125-132
18. Izumi, S. (2000) Does output promote noticing and second language acquisition? TESOL QUARTERLY 34,239-278
19. Izumi, S., Bigelow, M., Fujiwara, M., & Fearnow, S. (1999). Testing the output hypothesis: Effects of output on noticing and second language acquisition. Studies in Second Language Acquisition, 21,421?52.
20. James, C. (1998). Errors in language learning and use: Exploring error analysis. London: Longman.
21. Karen A. Foss and Armeda C. Reitzel (1988) A Relational for Managing Second Language Anxiety TESOL QUARTERLY, Vol. 22, No.3, September 1988
22. Katz, A. (1987) Teaching style: A way to understand instruction in language classroom. Language Learning, 36,34,55-63.
23. Krashen, S. (1985) The Input Hypothesis: Issues and Implications Longman, 1985
24. Lewis, C. C. (1988). Japanese first-grade classrooms: Implications for U.S. theory and research. Comparative Education Review, 32,159-172.
25. Liu, Xue-Huei. (1989) A Survey and Analysis of English Language Learning Anxiety in Secondary School Students in the People's Republic of China. MA dissertation, East China Normal University, People's Republic of China.
26. Long, M H.(1980). Input interaction and second language acquisition. Doctoral dissertation, University of California
27. Loschky, L. (1994). Comprehensible input and second language acquisition. Studies in Second Language Acquisition, 16,303-323.
28. Lucas, J. (1984). Communication apprehension in the ESL classroom: Getting our students to talk. Foreign Language Annals, 17,6,593-598.
29. Mackey, A. (1999). Input, interaction and second language development: An empitical study of question formation in ESL Studies in Second Language Acquisition, 21,557-558.
30. Merisel, J (1987). Reference to past events and actions in the development of natural language acquisition. In C Pfaff (Ed.), First and second language acquisition processes (PP..206-224). Cambridge, MA: Newbury House.
31. Nakahama, Y. (1997). Variations of negotiation in NS/NNS conversations involving different communication goals manuscript, Georgetown University, Washington, DC.
32. Ortega, L. (1999). Planning and focus on form in L2 oral performance. Studies in Second Language Acquisition, 21,109-148.
33. Pica, T, (1991). Classroom interaction, negotiation, and comprehension: Redefining relationships. System, 19,437—452
34. Rod Ellis, Helen Basturkmen (2001) Preemptive Focus on From in the ESL Classroom TESOL QUARTERLY Vol. 35, No.3, Autumn 2001
35. Rowe, M. (1969) science, silence and sanctions. Science and Children, 6, 6, 12-13.
36. Sato, C. (1982). Ethnic styles in classroom discourse. In M. Hines and W. Rutherford (eds.), On TESOL'83. Washington, DC: TESOL
37. Schumann, F. E., and J. H. Schumann. (1977) Diary of a language learner: An introspective study of language learning. In H. D. Brown, C. Yorio, and R. Crymes (ed.), On TESOL'77: Teaching and Learning English as a Second Language: Trends in Research and Practice. Washington, DC: TESOL.
38. Scovel, T. (1978) The effect of affect on foreign language learning: A review of the anxiety research. Language learning, 28,1,129-142
39. Scrivener J. (1994): Learning Teaching. Heinemann ELT
40. Shamim, F. (1996). Learner resistance to innovation in classroom methodology. In H. Coleman (Ed.), Society and the language classroom (pp. 105-121). Cambridge: Cambridge University Press.
41. Shehadeh A. (2001) Self-and Other-Initiated Modified Output During Task-Based Interaction TESOL QUARTERLY Vol. 35, No.3, Autumn 2001
42. Shinichi Izumi (2000) Does Output Promote Noticing And Second Language Acquisition? TESOL QUARTERLY Vol. 34, No.2, Summer 2000
43. Spielberger, C.D. (1983). Manual for the state-trait anxiety inventory (Form Y). Palo Alto, CA: Consulting Psychologists Press.
44. Swain, M. (1985) Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass and E. Varonis (eds), Input in Second Language Acquisition. Rowley, MA: Newbury House.
45. Tsui A. B. M. (1985) Reticence and Anxiety in Second Language Learning Reticence and Anxiety. July 1990
46. Tsui A. B. M. (1985) Analyzing input and interaction in second language classrooms. RELC Journal, 16,1,8-32.
47. Tyler, A (1992). Discussion that work TESOL QUARTERLY Vol.25, No.3, Autumn 1992
48. Tyler, A. (1995). Co-construction of miscommunication. Studies in Second Laanguage Acquisitionm, 17, 129-152.
49. Ur, P. (1997) A Course in Language Teaching: Practice and Theory. Cambridge: Cambridge University Press.
50. Van lief, L (1996). Constraints and resources in classroom talk: Issues of equality and symmetry. In H. Byres (Ed)
51. Van lief, L (1996). Learning foreign and second languages (PP.157-182). New York: Modern Language Association,
52. White, J., and P. Lightbown. (1984). Asking and answering in ESL classes. The Canadian Modern Language Review, 40,2,228-244.
53. Whitlow J. (2001) Comments on Shinichi Izumi and Martha Bigelowps "Does Output Promote Noticing And Second Language Acquisition?" Some Methodological and Theoretical Considerations TESOL QUARTERLY Vol.35, No.1, Spring 2001
54. Wong, C. (1984) Socio-cultural Factors Counteract the Instructional Efforts of Teaching Through English in Hong Kong. Unpublished manuscript, English Department, University of Washington.
55. Wu, Kam-yin. (1991) Classroom Interaction and Teacher Questions Revisited. Unpublished manuscript, Department of Curriculum Studies, University of Hong Kong.
56. Young Pica, T. (1987). The impact of interaction on comprehension. TESOL QUARTERLY 21,737-758
57. Yuko Nakahama (2001) Negotiation of Meaning in Conversational and Information Gap Activities: A Comparative Discourse Analysis TESOL QUARTERLY Vol.35, No.3, Autumn 2001
58．黄建滨，邵永真 (1998) “大学英语教学改革的出路” 《外语界》 1998／4
59．刘学慧 (1989) 中国中学生英语课堂上的焦虑之概述及分析中国华东师范大学 博士学位论文 1989
60．邵永真 (1991) 《大学英语教学大纲》修订说明 《外语教学与研究》1991／1
61．王大伟 (2000) 关于“哑巴英语”的误解、起因及对策 天津外国语学院学报 2000年第一期
62．王大伟 (1997) “输入新论” 《外语界》 1997／4
63．郑树棠 (1997) “关于大学英语学习策略的研究” 《外语界》 1997／2
2. Allwright, R. (1980) Turns, topics and tasks: Patterns of participation in language learning and teaching. In D. Larsen-Freeman (ed.), Discourse Analysis in Second Language Acquisition. Rowley, MA: Newbury House.
3. Bailey, K. M. (1983) Competitiveness and anxiety in adult second language acquisition: Looking at and through the diary studies. In H. Seliger and M. H. Long (eds.), Classroom Oriented Research in Second Language Acquisition. Rowley, MA: Newbury House.
4. Beebe, L. (1993) Risk-taking and the language learner. In H. Seliger and M.H. Long (eds.), Classroom Oriented Research in Second Language Acquisition. Rowley, MA: Newbury House.
5. Brown, G., Anderson, A., Shillcock, R., & Yule, G. (1984). Teaching talk: Strategies for production and assessment. Cambridge: Cambridge University Press.
6. Burt, M. K (1990) DISCOURSE MARKEDNESS AND STRUCTURAL MARKEDNESS Studies in Second Language Acquistion, 12,43-64
7. Crookes, G., & Gass, S. (Eds.). (1993a). Tasks and language learning: Integrating theory and practice. Clevedon, England: Multilingual Matters.
8. Crookes, G., & Gass, S. (Eds.). (1993b). Tasks in a pedagogical context: Integrating theory and practice. Clevedon, England: Multilingual Matters.
9. Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.
10. Foss, K. A., and A. C. Reitzel. (1988) A relational model for managing second language anxiety. TESOL Quarterly, 22,3,37-54.
11. Feng Yan (1998) Give Voice To Silent Learner In Speaking Class ELT Methodology. Vol. 87, No.2, February 1998
12. Gardner, R. C., and P. C. Smythe. (1975) Motivation and second language acquisition. Canadian Modern Language Review, 31,218-230
13. Guiora, A. (1983). The dialectic of language acquisition. Language Learning, 33, 3-12.
14. Helgesen M. (2002) "What are some ways to increase language output inside and outside classroom?" Http://www.eltnews.com/columns/thinktank/index.shtml 4/12/2002/10/21
15. Hilleson M. (1990) "I want to talk with them, but I don't want them to hear": an introspective study of second language anxiety in an English-medium school Reticence and Anxiety. July 1990
16. Holliday, A. (1994). Appropriate methodology and social context. Cambridge: Cambridge University Press.
17. Horwitz, E., M. Horwitz, and J. Cope (1986) Foreign language classroom anxiety. Modern Language Journal, 70,1,125-132
18. Izumi, S. (2000) Does output promote noticing and second language acquisition? TESOL QUARTERLY 34,239-278
19. Izumi, S., Bigelow, M., Fujiwara, M., & Fearnow, S. (1999). Testing the output hypothesis: Effects of output on noticing and second language acquisition. Studies in Second Language Acquisition, 21,421?52.
20. James, C. (1998). Errors in language learning and use: Exploring error analysis. London: Longman.
21. Karen A. Foss and Armeda C. Reitzel (1988) A Relational for Managing Second Language Anxiety TESOL QUARTERLY, Vol. 22, No.3, September 1988
22. Katz, A. (1987) Teaching style: A way to understand instruction in language classroom. Language Learning, 36,34,55-63.
23. Krashen, S. (1985) The Input Hypothesis: Issues and Implications Longman, 1985
24. Lewis, C. C. (1988). Japanese first-grade classrooms: Implications for U.S. theory and research. Comparative Education Review, 32,159-172.
25. Liu, Xue-Huei. (1989) A Survey and Analysis of English Language Learning Anxiety in Secondary School Students in the People's Republic of China. MA dissertation, East China Normal University, People's Republic of China.
26. Long, M H.(1980). Input interaction and second language acquisition. Doctoral dissertation, University of California
27. Loschky, L. (1994). Comprehensible input and second language acquisition. Studies in Second Language Acquisition, 16,303-323.
28. Lucas, J. (1984). Communication apprehension in the ESL classroom: Getting our students to talk. Foreign Language Annals, 17,6,593-598.
29. Mackey, A. (1999). Input, interaction and second language development: An empitical study of question formation in ESL Studies in Second Language Acquisition, 21,557-558.
30. Merisel, J (1987). Reference to past events and actions in the development of natural language acquisition. In C Pfaff (Ed.), First and second language acquisition processes (PP..206-224). Cambridge, MA: Newbury House.
31. Nakahama, Y. (1997). Variations of negotiation in NS/NNS conversations involving different communication goals manuscript, Georgetown University, Washington, DC.
32. Ortega, L. (1999). Planning and focus on form in L2 oral performance. Studies in Second Language Acquisition, 21,109-148.
33. Pica, T, (1991). Classroom interaction, negotiation, and comprehension: Redefining relationships. System, 19,437—452
34. Rod Ellis, Helen Basturkmen (2001) Preemptive Focus on From in the ESL Classroom TESOL QUARTERLY Vol. 35, No.3, Autumn 2001
35. Rowe, M. (1969) science, silence and sanctions. Science and Children, 6, 6, 12-13.
36. Sato, C. (1982). Ethnic styles in classroom discourse. In M. Hines and W. Rutherford (eds.), On TESOL'83. Washington, DC: TESOL
37. Schumann, F. E., and J. H. Schumann. (1977) Diary of a language learner: An introspective study of language learning. In H. D. Brown, C. Yorio, and R. Crymes (ed.), On TESOL'77: Teaching and Learning English as a Second Language: Trends in Research and Practice. Washington, DC: TESOL.
38. Scovel, T. (1978) The effect of affect on foreign language learning: A review of the anxiety research. Language learning, 28,1,129-142
39. Scrivener J. (1994): Learning Teaching. Heinemann ELT
40. Shamim, F. (1996). Learner resistance to innovation in classroom methodology. In H. Coleman (Ed.), Society and the language classroom (pp. 105-121). Cambridge: Cambridge University Press.
41. Shehadeh A. (2001) Self-and Other-Initiated Modified Output During Task-Based Interaction TESOL QUARTERLY Vol. 35, No.3, Autumn 2001
42. Shinichi Izumi (2000) Does Output Promote Noticing And Second Language Acquisition? TESOL QUARTERLY Vol. 34, No.2, Summer 2000
43. Spielberger, C.D. (1983). Manual for the state-trait anxiety inventory (Form Y). Palo Alto, CA: Consulting Psychologists Press.
44. Swain, M. (1985) Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass and E. Varonis (eds), Input in Second Language Acquisition. Rowley, MA: Newbury House.
45. Tsui A. B. M. (1985) Reticence and Anxiety in Second Language Learning Reticence and Anxiety. July 1990
46. Tsui A. B. M. (1985) Analyzing input and interaction in second language classrooms. RELC Journal, 16,1,8-32.
47. Tyler, A (1992). Discussion that work TESOL QUARTERLY Vol.25, No.3, Autumn 1992
48. Tyler, A. (1995). Co-construction of miscommunication. Studies in Second Laanguage Acquisitionm, 17, 129-152.
49. Ur, P. (1997) A Course in Language Teaching: Practice and Theory. Cambridge: Cambridge University Press.
50. Van lief, L (1996). Constraints and resources in classroom talk: Issues of equality and symmetry. In H. Byres (Ed)
51. Van lief, L (1996). Learning foreign and second languages (PP.157-182). New York: Modern Language Association,
52. White, J., and P. Lightbown. (1984). Asking and answering in ESL classes. The Canadian Modern Language Review, 40,2,228-244.
53. Whitlow J. (2001) Comments on Shinichi Izumi and Martha Bigelowps "Does Output Promote Noticing And Second Language Acquisition?" Some Methodological and Theoretical Considerations TESOL QUARTERLY Vol.35, No.1, Spring 2001
54. Wong, C. (1984) Socio-cultural Factors Counteract the Instructional Efforts of Teaching Through English in Hong Kong. Unpublished manuscript, English Department, University of Washington.
55. Wu, Kam-yin. (1991) Classroom Interaction and Teacher Questions Revisited. Unpublished manuscript, Department of Curriculum Studies, University of Hong Kong.
56. Young Pica, T. (1987). The impact of interaction on comprehension. TESOL QUARTERLY 21,737-758
57. Yuko Nakahama (2001) Negotiation of Meaning in Conversational and Information Gap Activities: A Comparative Discourse Analysis TESOL QUARTERLY Vol.35, No.3, Autumn 2001
58．黄建滨，邵永真 (1998) “大学英语教学改革的出路” 《外语界》 1998／4
59．刘学慧 (1989) 中国中学生英语课堂上的焦虑之概述及分析中国华东师范大学 博士学位论文 1989
60．邵永真 (1991) 《大学英语教学大纲》修订说明 《外语教学与研究》1991／1
61．王大伟 (2000) 关于“哑巴英语”的误解、起因及对策 天津外国语学院学报 2000年第一期
62．王大伟 (1997) “输入新论” 《外语界》 1997／4
63．郑树棠 (1997) “关于大学英语学习策略的研究” 《外语界》 1997／2