Students’ Nervousness in Oral English Class
Contents
Abstract……………………………………………………………………………. Ⅱ
1. Introduction………….……………. ……….………………………….…………1
2. Student factor ……………. …………………….…………………………….……1
2.1. Capability……………………………………………….…………………1
2.2 .Motivation…………………………………………….………….………2
3. Teacher factor……….…………….………….……………………….…………2
3.1. Teaching Approaches………………………………….…………….………3
3.2. Classroom Atmosphere……………….……………………….……………4
3.3. Teaching Materials……………………………………….………….………5
4. Other factors………….…………….………………………………………………6
4.1. Class Size……………….…………………….…………….……………6
4.2. Classroom Design……………………………….………………….………6
5. Suggestions to solve the problem ……….………………………….……………7
6. Conclusion….……….……….…….……….…….…………….……………8
Abstract
Nervousness can be explained as when a person suffers anxiety or has difficulty working the way they usually do. There are various reasons for students’ nervousness in oral English class. We have already known that the size of a class directly influences the chances of teacher to student, student to student interaction. However, students’ nervousness in oral English class is formed out of many complex reasons not just the lack of interaction. There are various reasons for students’ nervousness in Oral English Class. It is not an easy task for teachers to find these reasons. This paper will try to find the different causes for students’ nervousness. At the end of the paper, the writer will provide three methods to avoid students’ nervousness in oral English class.
Keywords: Oral English； nervousness； factors
1.Introduction
“The goal of language teaching is to cultivate students’ communicative competence” (Wilga. M .1998:35). Oral English class plays an important role in improving this competence in students. ( 裴蓉, 2017) With the development of English language teaching in China, oral English is becoming an important course in college. However, some students still find it difficult to speak in oral English class. As a result of their nervousness, they do not want to open their mouth to speak even if they have ideas. A major goal of English language teaching is to make students use English effectively in communication ( Harmer Jeremy, 2017).
Oral English class requires interactive communication (Rixhar Jack.C, 2017). There are two major types of classroom interaction: student-to-student interaction and instructor-to-student interaction (Rixhar Jack.C, 2017). As long as the students and teacher cooperate and interact well, students are more likely to be less nervous and communicate more actively. Therefore, we need consider to the causes for this behavior and subsequent lack of communicating.
2. Students’ factor
Teachers and students often find speaking activities to be the most difficult and demanding (刘骏,2017). Students’ nervousness may be triggered by lack of capability, anxiety, motivation or teaching approaches.
2.1 Capability
The students’ linguistic competence can be reflected by the students’ capability in oral English class. Linguistic competence is concerned with knowledge of the language itself, including a knowledge of spelling, pronunciation, vocabulary, grammatical structure, sentence structure and semantics. (裴蓉, 2017). Pronunciation is the most common problem for many students, especially; some students who come from the remote countryside. Many students have a lot of ideas and ，英语毕业论文，英语论文 |
