Anxiety in the Foreign Language ClassroomWord格式文档下载.docx
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Anxiety in the Foreign Language ClassroomWord格式文档下载.docx
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Keywords:
anxiety;
languageclassroom;
affectivestates
ChapterI:
WhatCausesAnxiety
Somepeoplethinkanxietyisfear.Tosomeextent,thisistrue.Butstrictly,anxietyisnotordinaryfear.Psychologistviewsitasanervousaffectivestagewithfearthatisarousedbythesetbackofconfidenceorthefeelingoffailureandcompunction,whentheindividualanticipatesnottobeabletoachievethedesiredresultsorovercomethethreatofobstacles.Soitgenerallyreferstoanactualfear―likeresponseoratendencytorespondwithfeartoanycurrentoranticipatedsituationthatisperceivedasapotentialthreattoself-esteem.Itdiffersfromordinaryfearinwhichthethreatisdirectedagainstself-esteemratherthanagainstphysicalwell-being,andmaybeanticipatedorcurrentinnature.Forexample,ifyoucomeacrossapoisonoussnake,youmaybefrightened,butifyouareabouttopresentanacademicreporttoyourpeers,youmaybeanxious.Fromtheabove,wecanseethatanxietyoften,notalways,originatesfromthethreattoone’sself-esteem.Thethreatmayreallyexistoritmaybeone’sconjecture.Forexample,ChinesestudentsareusuallyafraidofspeakingEnglishinclass.Thereasonmaybethattheyreallycannotspeakwellandtheotherswilllaughatthemiftheymakemistakes.Itmayalsobethat,infact,theycandoitwellbutinthepasttheysufferedembarrassmentwhenspeakinginclassandtheirselfesteemhasbeenimpaired.
Accordingtopsychologists,anxietycanbedividedintotraitanxiety,stateanxietyandsituation-specificanxiety.Shovel,drawingonworkingeneralpsychology,definestraitanxietyasa“morepermanentpredispositiontobeanxious”[1].Itisbestviewedasanaspectofpersonality.Stateanxietycanbedefinedasapprehensionthatisexperiencedataparticularmomentintimeasaresponsetoadefinitesituation.Itisacombinationoftraitandsituation-specificanxiety.Thislattertypeconsistsoftheanxietythatisarousedbyaspecifictypeofsituationoreventsuchaspublicspeaking,examinations,orclassparticipation.Fromthedefinitionsofthethesethreetypesofanxiety,wecanseethatanxietyarousedinclassroombelongstothestateorsituation-specificanxiety,butnotthetraitanxiety,whichismainlyrelatedtoindividualscharacteristics’andnotdeterminedbyoutsideeffect.ThestudyofcorrelationbetweenmeasuresofanxietyandlearningbyHorwitzandYoungindicatesthatlearnersfrequentlyexperiencelanguageanxiety,atypeofsituation-specificanxietyassociatedwithattemptstolearnasecondlanguageandcommunicateinit.Sowhatcausesstateorsituation-specificanxietyismainlydiscussedhere.HorwitzstudieddiariesofmanylearnersofasecondlanguageandfoundthatLlarnerscompetitivenaturescanactasasourceofanxiety.Baileyanalyzedthediariesofelevenlearnersandfoundthattheytendedtobecomeanxiouswhentheycomparedthemselveswithotherlearnersintheclassandfoundthemselveslessproficient.Shealsonotedthatasthelearnersperceivedthemselvesbecomingmoreproficientandthereforebetterabletocompete,theiranxietydecreased.
Fearofnegativeevaluationisanotherimportantsourceofanxiety.Theeffectofevaluationmaycomefromtheteacheraswellasthestudents.Intheclass,somelearnersfindtheteacher’squestionsthreatening.Forexample,oneofdiaristofEllisandRathbonecommented“Iwasquitefrightenedwhenaskedquestions.Idon’tknowwhy;
theteacherdoesnotfrightenme,butmymindisblockedwhenIamaskedquestions.IfearlestIgivethewronganswerandwilldiscouragetheteacheraswellasbethelaughingstockoftheclassmaybe.Anyway,Ifeltreallystupidandhelplessinclass”[2].Soinclasssomelearnersalwayswanttodobetterthananyotheronesoastogethighevaluationfromtheteacherandtheclassmates.Thiskindofaffectivestagemakesthemfeelnervesandusuallyinterferetheirthinkingandspeaking.Hereissomeotherlearnersfeelinginclass“IkeepthinkingthatotherstudentsarebetteratlanguagethanIam.IgotnervouswhenIdon’tunderstandeverywordtheteachersays”[3].
Anotherimportantsourceofanxietyisusingthetargetlanguageforcommunication.Thatistosay,theyareafraidofusingthelanguagetocommunicatewithpeople.Whentheyhaveto,theyshowanxiety.Hereisthefeelingofonestudentinforeignlanguageclass“ItremblewhenIknowIamgoingtobecalledinlanguageclass”[4].Somepsychologistscallitcommunicationapprehension.Thatistosay,thelearnerswillfeelanxiouswhentheyarespeakingorlisteningtothesecondlanguage,butfeellessanxiouswhenreadingorwritingthetargetlanguage.HorwitzandCopprovedthispointintheirresearch“Whenanxietydoesarisetotheuseofthesecondlanguage,itseemstoberestrictedmainlytospeakingorlistening”[5].Matsumotos’learner,M,forexample,displayedlittleanxietybutwhenshediditwasinconnectionwithherperceivedproblemsinlisteningtoandspeakingEnglish.Infactthiskindofanxietycanbereducedwiththeimprovementoflanguageproficiency.DuringmyteachingworkIfindthatstudentswithfluentspeakingandexcellentlisteningabilitycancommunicatewithothersandshowlittleanxiety.Thosewhoarepoorattheseaspectsoftenshowhighanxietywhenspeakingbeforeothers.
Inanotherway,Aubuselclassifiedanxietyintonormalanxietyandneuroticanxiety.Innormalanxiety,thesourceofthreatmaybeinternalorexternal.Thekeypointisthatthreatisobjectivelycapableofimpairingself-esteem.Theresponsetothethreatisappropriateandproportionatetotheobjectivedegreeofdangerfacingtheindividuals’self-esteem.Inneuroticanxiety,ontheotherhand,theessentialsourceofthethreattoself-esteemdoesnotlieoutsideselfesteemitself.Theneuroticanxietyoveractstoanewsituationwithsignsoffearandfurtherimpairmentofself-esteem.Thereactionisdisproportionatetotheactualdegreeofdangerfacingthepersoninquestion.
ChapterII:
Effectofanxietyonlanguagelearning
Therelationshipbetweenanxietyandforeignlanguagelearningiscomplicated.However,thereisnodoubtthatanxietyisakeymotivationalelementinclassroombehaviorsandachievements.
SpeakinginanotherlanguagecanbeverystressfulforChinesestudents,especiallyinclassinthepresenceofothersbecauseChinesestudentsarecomparativelyquietandshyandtheyareafraidof“losingface”iftheymakepronunciationorgrammarmistakes.
Anxietyhinderscommunicationintheforeignlanguageclassroominvariousways:
First,Studentsarerestrainedbytheirfearoffailure.Thisoftenleadstoalossofconcentrationastheirsenseofanxietyturnsattentionawayfromthetasktheyhavebeensetin.Inthisaspect,threetypesofdistractionsinterferewiththeperformanceofhighlyanxiousindividuals,Firsttheyworryalotabouttheirperformance,theconsequencesoffailure,andhowwelltheyaredoingrelativetoothers.Keepingworryingaboutthistheirthinkingcan’tbeactiveanddiffuse.Second,theyexperienceemotionalinterferenceintheformofphysiologicalarousalthatproducessuchsymptomsasa“racing”heartandanunsetstomach.Andthird,highlyanxiouspeopleoftenattempttocompensatefortheirapprehensionbytakinga“safe”approachtoproblemsolvingthatleadstorigidandunimaginativeresponses.Theiranswerstoquestionsareusuallysimple“Aya”,“Oh”orsomenonsensicalwords.Whentheycommunicatewithpeopletheyseldomstarttheconversationfirstorkeepsilentonlyandsometimesgiveasmileoranodtoshowtheirpoliteness.
Second,studentswhoexperienceintenseanxietyoftenloseheart.Theirlackofconcentrationaffectstheirperformanceandtheiranxietylevelsarefurtherraised.Theyexperiencecyclesofanxietyandfailurethateventuallydiscouragethem.Thisanxietycausesthestudenttowanttohavenocontactwiththesourceoftheanxiety,thatis,thelanguage.Thestudentwilltrytoavoidusingthelanguage.Thisinturncausescontinuingfailurewhichresultseventuallyinimpairedlanguagelearning.Tothestudentsasawhole,itcanalsocontributetoafurtherlossinselfesteem.Thestudentsthenwillhavenoconfidenceinlearningandtheforeignlanguagewillbeabandoned.Oneofmystudentsisagoodexampleofthis.Injuniormiddleschool,heexperiencedsevereembarrassmentinspeakingEnglishinclassbecauseofhispoorpronunciation;
forinstance,hepronouncedtheword“like”as“[lek]”.Inmyclass,hetriedhisbesttoavoidspeakingEnglish.HisEnglishwasfarbehindtheotherstudents.Thisprovesthatastudentmayhaveseveralformsofbehaviorwhenhe/sheismotivatedbyadesiretoavoidfurtheranxietyandembarrassment.Theymaytrytoescapefromthelanguageclasseitheractivelybydroppingthesubject,symbolicallybystoppingtolearntheirworkanddroppingsofarbehindtheothersthattoallintentsandpurposestheyarenolongerwiththegroup,orpassivelybystoppingtoparticipateinactivelanguageworkintheclassroom,hopinginthiswaytoescapenoticeand“sititout”withtheleastpossibleembarrassmenttothemse
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