英語本科畢業(yè)論文學生焦慮與教師言行之間的關系探討

1、 本科畢業(yè)論文 學生焦慮與教師言行之間 的關系探討學生姓名： 學生學號： 200310206129 院（系）： 外國語學院 年級專業(yè)： 2003級英語本科2班 指導教師： 二七年五月on the relationship between studentsanxiety and teachers behaviorhuang qiuxiangunder the supervision ofsun pengschool of foreign languages and culturespanzhihua universitymay 2007contentsabstractikey wordsi摘要i

2、i關鍵詞iiintroduction1. students anxiety and teachers behavior2a. the concept of anxiety2b. forms of students anxiety2c. the concept of teachers behavior3d. forms of teachers behavior3e. the relationship between students anxieties and teachers behaviors4.the ways to deal with the relationship6a. positi

3、ve emotion61. the importance of the positive emotion62. three ways to control emotion effectively7b. great charm to make teaching socialized71. organizing diversified classroom teaching based on life82. regarding homework as a bridge to fulfilling socialized extension103. regarding practice as a gui

4、dance to review english in real life11conclusion13acknowledgements14bibliography15abstractas the organizer and promoter of teaching activity, every word and deed of the teachers have a great effect on students, especially on the middle school students, because they are all under-aged, and they are s

5、usceptible. some inappropriate behaviors influence the students learning and make them mentally ill, even lead to their astray. nowadays, anxiety is a prevailing psychological problem of students. the good behaviors will do a great help to students learning; on the contrary, it is likely to cause st

6、udents anxiety. the thesis aims to relieve anxiety to promote english by studying the relationship between students anxiety and teachers behaviors. learning is not only an activity but also an experience of mental emotions. so the positive emotion is the key of good teaching. and the socialized teac

7、hing puts teaching activities into the life scene which students have acquainted with. it emphasizes students sense as the principal part besides sense of living; meanwhile, it has weakened the duty to study imperceptibly which will lighten the stress. it will make a deep effect on improving the stu

8、dents english quality.key wordsanxiety；teachers behavior; socialized teaching；positive emotion 摘要作為教育教學活動的組織者和促進者,教師的一言一行對學生，尤其是中小學生的影響較大。因為中小學生都還是未成年人，他們的心理容易受到感染。教師言行不當，輕則影響學生的學習，重則造成心理障礙，甚至誤入歧途。在當今競爭激烈的社會里，焦慮是中小學生普遍存在的心理問題。教師行為得當，自然有助于調動學生積極情感，促進學習；反之，則有可能引發(fā)學生焦慮。這兩者有著非常密切的關系。本文通過分析研究學生焦慮與教師教育言行的關

9、系，提出較為適當?shù)慕虒W英語的方法以促進學生學習，減少焦慮。學習既是一種行為參與，也是一中情感心理體驗。因此，積極的情感態(tài)度加上生活化的英語教學不失為促進學生學習，減少焦慮的好辦法。積極的情感態(tài)度是好的教學的前提；生活化的英語教學模式把課堂教學活動置于學生熟悉的生活情景中，在無形中淡化了學生的學習意識，強化了學生的主體意識和生活意識，對提高學生的英語素質有著深遠的意義。關鍵詞焦慮；教師言行；生活化英語教學；積極情感introductionnowadays, anxiety is a prevailing psychological problem of students. and the mos

10、t universal is the anxiety for examinations. at present, a survey, which came from 2714 students of six middle schools of tianjin, shows that the higher grade students in, the more anxious they are, especially the students in grade 3 in both junior and senior high schools; two fifths of them can kee

11、p calm confronting the pressure of exam; 40% are of a little anxiety; 20% are often under excessive anxiety (chen shandong, 2006). moreover, the adolescents anxiety has tended to be lower-aged. it manifested that anxiety for examination is a common psychological problem of students. the students psy

12、chological problem is nothing but the reflection of the educational problems. there are lots of reasons: pupils ability to manipulate distress is weak; parents havent given good family educations; the teaching methods of teachers are not so suitable, etc. thus it cannot be coordinated only by teache

13、rs. however, our teachers can do something in their field because of their great importance to students which cannot be replaced by others. in fact, they are able to make a great contribution. students anxiety and teachers behaviora. the concept of anxietyit is almost impossible to define anxiety in

14、 a simple sentence. it has been studied in the psychological domain. it refers to a state of intense apprehension, uncertainty, and fear resulting from the anticipation of a threatening event or situation, often to a degree that the normal physical and psychological functioning of the affected indiv

15、idual is disrupted. anxiety is defined as a state of uneasiness and apprehension or fear caused by the anticipation of something threatening (scovel, 1991). many researchers said that language anxiety can influence language learning a lot. whereas facilitating anxiety produces positive effects on le

16、arners' performance, too much anxiety may cause a poor performance.b. forms of students anxietyany complex task one undertakes can have elements of anxiety in it, because he doubts his abilities and wonder if he will indeed succeed. second language learning is no exception to a long list of comp

17、lex tasks that are susceptible to our human anxieties. horwitz (1991) have found that anxiety typically centers on listening and speaking. speaking in class is most frequently difficult for anxious students even though they are pretty good at responding to a drill or giving prepared speeches. it is

18、one form that anxious students may have difficulties in discriminating sounds and structures or in catching their meaning. and they cause errors in speaking or on tests even though they have made a good preparation before. price (1991) investigated by asking questions about what made students most a

19、nxious in foreign language class. all of the subjects answered that having to speak a foreign language in front of other students resulted in the most anxiety. other responses were making pronunciation errors or being laughed at by others. then they will be self-abased and sensitive. price then ment

20、ions the role of the instructor. he says that those instructors who always criticize students' pronunciation might make students anxious. he suggests that they could reduce students' anxiety by encouraging them to make mistakes in class. price also advises that instructors should make it cle

21、ar that the classroom is a place for learning and communication. and nowadays, it is a fact that anxiety is a prevailing psychological problem of students, especially the test anxiety. moderate anxiety can help students with their study, but too much may cause mental illness.c. the concept of teache

22、rs behaviorit is also difficult to explain teachers behavior in a sentence. in the process of teaching, teachers behavior is a media that accomplishes the communication between teachers and students. there are many distinguished educationists and scholars who have tried to make a definition for it.

23、among them, gao yabings definition is suitable: the teachers behavior is the teachers dominant activities or movements presenting in the actual teaching activities; it is not only the integrity of teaching methods, measures and means but also the external representations of teachers ideas about teac

24、hing (gaoyabing, 2005). the teaching behavior is indeed the expression of teachers outlook on education. and teachers are the nucleus and the leading ingredient of education, because every change on education is finally carried out by teachers. so to improve teachers behavior is the key to upgrade o

25、ur education. d. forms of teachers behaviorat present, the main teaching behavior includes language, straightforwardness, training and evaluation. 1) language includes verbal（also informal）language, written（also formal）language and body language. body language is a soundless language. it refers to t

26、he gesture of teachers, which can convey ideas, feelings or attitude. body language was not taken seriously long before. according to a study of america, it shows that 90% information is conveyed by soundless language, such as facial expression and different tune in terms of feeling intercourse (hua

27、ng lin, 2003). as it is known, the british and americans have rich facial expressions and gestures in their communication. body language plays an important part in language teaching and real life communication.language is the basic method for teachers. they use it to explain, to describe and to give

28、 a comment, etc. a wise teacher is good at using teaching language. the language used by teachers should be vivid and lucid. what language should be used and how to use it should be deliberated when explaining different knowledge, criticizing or praising students, for different students and on diffe

29、rent occasions. 2) straightforwardness is often used in the classroom teaching because it is easier to be understood at most time. it has three forms: object tools for the pupil, intuition on language for adolescents and college students and the scene in real life.3) training is a good way to streng

30、then what students have learned. in the second language learning, reinforcement is a vital element in the learning process, because it increases the likelihood that the behavior will occur again and eventually becomes a habit.4) evaluation（such as criticism, praise, comment, tests, etc）is also an im

31、portant method for teachers. it aims at promoting students ability. criticism is not to express anger or to lower students morale; tests are not for deliberating harassment for studentsbut helping check students fault and teachers defect.e. the relationship between students anxieties and teachers be

32、haviorsfrom the above definitions and forms of students anxieties and teachers behaviors, we can see that the relationship between them is very close. teachers behavior makes a potential influence on students spirit（tang songlin,2002）. good teaching behaviors will be of great help to students learni

33、ng, contrarily, it will be likely to cause students anxiety. then what behaviors would cause students anxiety? in the research of the relationship between students anxiety and teachers behavior, teachers inappropriate behaviors can be divided into two kinds: the dominance and the recessiveness. in t

34、erms of representation, there are three kinds:1) poor efficiency in teaching. some kinds of poor efficiency in teaching: unable to treat students correctly; unable to keep a good discipline in class; unable to impart the knowledge efficiently; unable to acquire desired teaching result; unable to ado

35、pt others ideas reasonably, etc（tang songlin, 2002）. in teaching activities, some teachers are not familiar with students characters, demand or different abilities. so they cannot organize the class efficiently. besides, although the teaching method is appropriate, some teachers do not pay attention

36、 to renew knowledge. consequently, what students acquired is something out of time so that it cannot meet the social development.2）inhuman behaviors. some teachers discriminate against the less advanced students. some students are stubborn. they are not good at learning at all and do not comply with

37、 the discipline, and moreover, they often strip up trouble. therefore, some teachers treat them incorrectly. what they often used is to scold, to satirize, to punish severely and deprive students of their right to have the lesson at last.3）tiredness for working. a research (gao yabing, 2005) proved

38、that when teachers are unable to manipulate the professional stress successfully, there will be exhaustion in emotion, attitude and behaviors. nowadays, most teachers are over-working because there is more and more pressure for teachers: the proportion of students entering higher school, professiona

39、l reputation, and professional job title. once teachers are tired of working, they will lose enthusiasm; even detest working as a teacher. then they will be impetuous and abnormal on teaching. as a result, it will leave great influence on students.the ways to deal with the relationshipa. positive em

40、otion1. the importance of the positive emotiona good teacher knows how his students learn english. one of its principles is permeating feeling into cognition. interest comes first. you can lead the horse to the river, but you cannot make it drink. learning is not only an activity but also an experie

41、nce of mental emotion. teaching and learning is not merely a cognitive process of knowledge, it is also a process of psychology change, and moreover, the cognitive effect often results from the psychology change. “one study with positive feeling will learn much better than that without, even being a

42、nxious and dreadful about teaching material”, said bloom，an educationist of u.s. keeping an enthusiastic attitude is crucial to learn english well. then it is not until students have positive emotion on themselves, on english and its culture, on learning english that they can keep motivation on lear

43、ning english and get a good result. so in english teaching, the teacher should pay attention to students feeling from the beginning, and try to build a loose, democratic and harmonious teaching atmosphere. the american educational association concludes that teachers most popular characters are vigor

44、ous health, emotional maturity, loving of children, sympathy of social intelligence, liking for teaching, cheerfulness and sense of humor. positive emotion is the key of good teaching. only when teachers have a good emotion, can the recipient be active. the teachers feeling, which controls the teach

45、ing activity greatly, is indispensable in teaching activity and the relationship between teachers and students. the study of psychology shows that teachers emotion has a direct effect on students. if teaching is carried on with a good mood, then it will be able to take advantage of the potential and

46、 activity; otherwise, it would be suppressed. consequently, the teacher should have feeling of loving children and they should be good at regulating and arousing their emotion, controlling the bad ones. that is the basic professional accomplishment of teachers, and one of the keys to improve the tea

47、ching effect. 2. three ways to control emotion effectively in order to control emotion effectively, there are three main points: first, the teacher should have the sense of the role. that means the teacher is not only the spreader of knowledge but also the educator and model of feeling, then they sh

48、ould realize their feeling would affect the teaching effect and their students physical and mental health all the time, then they should have the sense of profession; second, the teacher should grasp the value of emotion in teaching, giving full scope to it, not being controlled by it, especially th

49、e negative emotion; third, teachers have to learn to regulate their feeling, practicing skills of expressing emotion to improve the ability to control the feeling. b. great charm to make teaching socializedafter dealing well with emotion, we have to pay attention to the actual teaching methods. as e

50、veryone knows, the classroom teaching is one of the most important ways that students learn english. therefore, it requires our teachers to organize it effectively. a survey (you yanling, 2003) shows that when the pupils begin to go to school, 80% of them are confident with their abilities; but when

51、 they are 16, the number decreases by 18%. then it is crucial to improve the situation. first of all, teachers should have the sense that it is better to teach one to fish than to give him fish. they have to let students realize that what they have learned can be applied outside, not just learning e

52、very day. therefore, in teaching activities, socialized atmosphere in which students should immerse and be influenced imperceptibly is to be created. in terms of language, students should learn something vivid, specific, and meaningful and closed to everyday life easily. on the contrary, it is diffi

53、cult for them to understand something senseless and unfamiliar with. only consider english as a tool and combine the teaching content with our life to achieve that learn from the life and apply it to life. then we will know that life will be a great source of english teaching. only teaching accordin

54、g to the idea of life, our students will then acquire true english，and get good teaching achievements from the classroom at last. 1. organizing diversified classroom teaching based on lifeteaching should be an active process. so we should guide its subject to take part in it, to experience it, to pr

55、actice it, to try and to create actively in order to acquire some development of cognitive abilities and language skills. teachers should follow the new english curriculum criteria，trying to create a language circumstance that is lively and true, making life go into classroom. then students can form

56、 interest in learning english and the initiative to use english in a real dynamic environment during their self-learning, cooperative learning and exploring learning. the teaching content chosen from real life would be accepted easily by the students, because it is available, natural and full of hum

57、an interest.1) creating dynamic and real language environment. of ones life, 30% of his knowledge is obtained from school, and among them, only 5% is from teachers, 25% is from the communication of students themselves （gu ruirong,1998）. english, as a tool of humans communication, requires us to pay

58、attention to speaking. moreover, the modern society is characterized with fast development. achievement in various english examinations, especially the ability to use english, which is best expressed in speaking, seems to be crucial. therefore, teachers should create all kinds of scenes to provide chances for students, so that they can express themselves in their own words. at the same time, they have more time in teacher-to-student, student-to-teacher and student-to-students communication. for example, w