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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-06-30编辑:lgg点击率:6108
论文字数:36200论文编号:org201406301108178884语种:英语 English地区:中国价格:$ 66
摘要:By studying the literatures in foreign language study,we discovered that a largenumber of students are afraid of English listening. This kind of emotion can not only-break student's courage but also influence their study.
2.1 Research on Anxiety
Although anxiety has always been a matter of concern in the field of psychology,medical science and linguistics,however, different schools have different definitions toanxiety.From a psychological point of view, "anxiety refers to the intense and enduringnegative feeling caused by vague and dangerous stimuli from the outside as well as theunpleasant emotional experience involved, such as anticipation, irritation andfear ”(Quoted in Wen Weiping,1998:47).The symptoms of anxiety consist of not only physical effects (such as heart beatingrapidly, fatigue, shortness of breath, or headaches.), also many emotional ones includingfeeling dread,concentrating on trouble, feeling tense, anticipating the worst,beingangry and restless, watching and waiting for signs of danger,and feeling like the mind'sgone blank( Smith, 2008).Horwitz defines anxiety as a “subjective feelings of tension, apprehension,nervousness, and worry associated with an arousal of the autonomic nervoussystem"(Horwitz et al,1986:125).However, Scovel (1978) divided anxiety to "facilitating anxiety" and "debilitatinganxiety". The form motivates learners to "fight" new learning tasks; it gears a learneremotionally for approach behavior. The latter, in contrast, motivates learners to "flee"new learning tasks; it stimulates the individual emotionally to adopt avoidance behavior(Scovel,1978:131).
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2.2 Research on Language Anxiety
As one of the most important affective variables, foreign language anxiety is a kindof complicated mental phenomenon only specific to language learning. Although thereare many language researchers who have done much research on language anxiety, it isvery hard to give a specific definition to the word anxiety.Maclntyre and Gardner point out that language anxiety is experienced both byforeign and second language learners and poses potential problems "because it caninterfere with the acquisition, retention and production of the new language”( 1991:86).Horwitz and Cope (1986:128) defined foreign language anxiety as “a distinctcomplex of self-perceptions, beliefs, feelings,and behaviors related to classroomlanguage learning arising from the uniqueness of the language learning process."Three components of foreign language anxiety have been identified by Horwitz,Maclntyre and Gardner et al (1986,1989,1995),that is: communication apprehension,fear of negative social evaluation and test anxiety.Communication apprehension is arising from learners' inability to adequatelyexpress mature ideas and thoughts, sometimes language learners may have inadequatesecond-language vocabulary to express them even with mature thoughts and ideas(Horwitz et al, 1986).Watson (1969) defines fear of negative social evaluation as "apprehension aboutothers' evaluation, avoidance of evaluative situations, and the expectation that otherswould evaluate one negatively". Therefore, learners with fear of negative socialevaluation may reluctant to participate in classroom activities or remain silent.
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Chapter Three Research Methodology......... 12
3.1 Research Questions........ 12
3.2 Research Subjects........ 12
3.3 Research Instruments........ 13
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