摘 要
焦虑是英语课堂交际中的常见问题。英语交际中的焦虑是可以得到缓解的，同时也可以作用学生对目标环境的适应和教学目标所要取得的最终成就。在探讨过程中，文献法、问卷法、归纳法和比较法得到了综合应用。首先,对初中生英语课堂中遇到的焦虑有了一个全面的理解。其中，沟通焦虑、考试焦虑、负面评价焦虑，这是焦虑的三个组成部分。经过经验和系统的调查，比如，问卷调查，找出了焦虑的主要起因：家长的过高期望、师生的互动、繁重的学习负担、低自尊心和不科学的语言学习信念。最后，根据课堂观察和采访收集到的焦虑起因，提出五个可行的方法来降低焦虑，以便营造一种积极的初中生课堂氛围来进行有效地语言学习。第一，要有一个和谐的师生联系；第二，不断优化教学模式；第三，英语论文，英语毕业论文，适时适当地放松控制；第四，正确地评价；第五，教授初中生学习技巧。通过对英语学习焦虑探讨文献的归纳与比较得出，焦虑作为一个重要的情感变量由于其不稳定性，在初中教育阶段就更应该得到关注。教师应该营造一个没有焦虑的生动活泼的课堂氛围,即给学生营造一个快乐课堂，以便使他们能学好英语。
关键词：焦虑；初中生；起因；对策
Abstract
Anxiety is a common problem in English class communication. Anxiety experienced in communication in English can be debilitating and can influence students’ adaptation to the target environment and ultimately the achievement of their educational goals. During the course of studying, documental method, questionnaire method, inductive method and comparative method are used synthetically. At first, this paper makes an overall understanding of English classroom anxiety encountered by juniors. There are three kinds of foreign language anxiety: communication apprehension, test anxiety and fear of negative evaluation. After empirical and systematical investigations, for example, a questionnaire, it finds out the main sources of anxiety, such as over expectation from parents, instructor-learner interaction, heavy school load, low self-esteem and unscientific belief about language learning. Finally according to sources collected from a class observation and an interview, the paper presents five possible countermeasures to reduce anxiety so as to create a positive classroom atmosphere for juniors’ smooth acquisition of English. First, have a harmonious teacher-student relationship. Second, continually optimize teaching mode. Third, loose manage timely and moderately. Fourth, evaluate correctly. Fifth, teach juniors learning skills. Through the induction and comparison of literature about anxiety in English learning, anxiety as an important affective variable, should get more attention in junior middle school education stage because of its instability. Teacher should create a vivid and lively class without anxiety, that is, make the English classroom become a happy place for students to learn English well.
Key words: anxiety; juniors; sources; countermeasures
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