英语专业毕业论文The Influence of Negative Emotion Factors in Spoken English Practice

1、the influence of negative emotion factors in spoken english practicesun yuanzhuenglish major (2009), sanming university, sanming, fujian 365004abstract: negative emotion is a main affection which is the influence on of expression students verbal in english study. this thesis is researched about nega

2、tive affection for impact on english speaking, analyzed negative emotion factors in english speaking, and combined with my learning experience. finally, the thesis is come up with the methods of overcoming negative emotion to improve english speaking practice.key words: negative emotion; spoken engl

3、ish; overcome negative emotion 1. introduction“poor speaking ability”, “dumb english” is chinese english learners common problem. for a long time, teachers and students are always besieged with problems. because of negative emotion factor have a great effect on students. students are not only afraid

4、 to speak in class but also lack of subjective initiative enthusiasm and interest in the oral english. however, development of spoken english ability is influenced by a lot of factors. such as: anxious emotion, lack self-confidence, shyness, excepting for teachers negative teaching attitude. all the

5、se negative factors resulted in “dumb english”. 2、the current situation of college students spoken english and negative emotion in spoken english practicewe can get high scores in the writing test. on the contrary, the level of our oral english is very bad. all of these, due to we are lack of the or

6、al practice, dont dare to speak english which leads to “dumb english”. this thesis conducts questionnaire survey and classroom observation, which makes a survey of 200 students in sanming university. the survey has shown that about the half of students (51.1) felt nervous and anxious when they need

7、to speak english in front of classmates and teacher. meanwhile, which it hinders students to take part in class activity. when i ask them: “are you active of oral practice in class to answer teachers questions”, about the 73.7of students are unwillingness to initiative to answer questions. when i as

8、k them what is special reasons: “why dont they want to initiative answer questions”? among the 40.6of students say that because their pronunciation is very bad. and the 37.4of students are anxious of making mistakes in oral practice. another 22of students just do not want to be in the limelight, or

9、arent interested in english speaking. moreover, the professor of wen weipings investigation and study also found that most of students learning the process of english with negative emotion. they confronted with many negative emotions, such as, negative attitude, lacking in motive, anxiety, constrain

10、, low-esteem. 1 no doubt, the emotional factors are related to the result of english study. the negative affections are disadvantage to english study. consequently, the college student has two problems in negative affection when they are learning english speaking. that is: firstly, the individual of

11、 student negative affection; secondly, due to students negative affection lead to the tedious atmosphere in class.3、negative emotion3、1 students negative emotion3、1、1 the theory on negative emotion the influencing spoken english practicenegative emotion includes negative affection, a feeling, an att

12、itude, etc, which is caused by learner in the process of learning. negative emotion has uncertainly, mutability which is combination of complicated psychology factors. 2the theory is negative emotion will be considered broadly as aspects of feeling, mood or attitude which influence on students oral

13、english study. negative emotional factors fall into two categories in foreign language learning: first species are students individual factors, including anxiety, restrain, self-esteem, motivation and so on. second species is relational factors about learners with learners and teachers with learners

14、, and students cooperative relationship and the attitude of teacher to students. 3 therefore, the negative emotions influence students english verbal ability of an important factor in the spoken english learning.3、1、2 students oppressive emotiondue to lacking of attach importance to oral english. so

15、 this situation is spontaneous bringing about depressive atmosphere in english study. even if students and teachers are enhance english speaking in a period of time. however, students always get into the habit of oppressive english environment, and then this oppressive awareness is intensified gradu

16、ally. students always slide over and move back teachers question in class, because they are fear of gaffe. this action is oppression. to many students, teachers criticism and classmates mock deeply strikes their self-esteem. so students will produce protective sense in the case of teachers criticism

17、 and ridicule. if the awareness is more strength, the oppression is worse. but the process of oral english learning doesnt avoid making many attempts, making mistake is quite normal. maybe we think faults often bringing some sarcasm. therefore, students with low-esteem usually wont participate in en

18、glish actively, because they are afraid of making mistake. this is oppression emotion which influence on students english practice. 3、1、3 students anxious emotionanother negative emotion is anxiety, which is similar to the depression. anxiety caused a vicious cycle in spoken english learning. anxiet

19、y can hinder the learning process, which aroused to subjective emotion, such as uneasiness, nervousness, worry, frustration, self-doubt.4 in 1960, alpert&haber had divided anxiety into promotion anxiety and block anxiety.5 seovel said that block anxiety results in students hold, in order to avoid th

20、e feeling of anxiety they give up learning tasks, which blocks students positive participation in class. when anxiety represents in the classroom, there is a down-spiraling effect. anxiety makes us nervous and afraid, which contributes to poor performance; whats worse, which creates more anxiety and

21、 even worse performance; sometimes students try to express what they wanted to say but lack of the vocabulary and structures they needed. the feeling of fear and nervousness are intimately connected to the cognitive side of anxiety, which is worry. worry wastes energy that should be used for memory

22、and processing on a type of thinking which in no way facilitates the task at hand. 3、1、4 students shynessshyness is a important negative emotion which blocks students improvement their english spoken practice. 6 students always dont want to speak in english, missing many chances to speak english, be

23、cause they are unwilling to make mistake, or shyness. consequently, shyness disturbs then to express coherent sentence. whatever they stay in class or join in english corner. when the teacher ask a question to then who are always happened not clear expression or nothing to expression or blush embarr

24、assed situation. this situation, students are more shyness and then dont speaking in english any more. that is the reason shyness made their english spoken practice difficult to improve.3、1、5 students lack self-confidencesome students always consider themselves ever living up to others, and feel the

25、 foundation of english is bad. such as non- standard pronunciation, non- perfect intonation. finally they worried about that their speaking english will be laughed at by classmates and corrected by teachers. students may largely be speakers of english as a second or foreign language, each with their

26、 own local accent. they never actively talk about a topic because they dont want to be in the limelight or avoid being embarrassed. although the teacher encourages them speak actively, they also just as on the sidelines. and they are often in a passive position in the conversation, said little in fr

27、ee discussion, and try their best to avoid taking part in the various language practice activities. so they lose desire to have oral expression gradually. this situation makes the student lose confidence gradually and never speak in english. as a result, it is also a very serious negative emotion fa

28、ctor affecting spoken english practice.3、 1、6 students performance is passive in classrogers said: “create a harmonious classroom atmosphere to encourage students to boldly ask questions, enhance the students critical consciousness.”7 therefore, disharmonious classroom atmosphere is resulted in oppr

29、ession, unsafe, silence in class, and self-awareness give rise to hostility for students, which triggers off student class performance not positive. and then teachers usually assign the oral english homework and oral english test which is compared with classmates. so students always think their oral

30、 english is very bad and worried about their exam results. finally, some students can not master their english as good as others. so students are more difficult to pay attention, such as the poor response, timid, afraid of speaking. therefore, students have low enthusiasm in classroom participation,

31、 so the classroom atmosphere is inactive. so the bad atmosphere has become a very striking feature in our classroom teaching and learning. however, students also lost of many chance to speak english.3、 1、7 students non-comprehension in class leads to bore in classstudents dare not interest or not ex

32、perience in topics in class. sometimes, the topics are assigned previously by teachers, or materials often make them feel difficult to start. sitting in the classroom for two classes, they feel that they cant understand and hard to participate in discussion to others. furthermore they think that att

33、end class cant improve spoken english practice. so they always considered that having class is meaningless. finally, they will be more disgusted with the oral english class and the teacher. they even want to give up learning oral english.3、 1、8negative attitude leads to by non-clear purpose of the s

34、tudy d.p.ausubel clearly pointed out that the relation between learning motivation and learning strategies is typical supplement each other. 8this reflects that actively motivation can promote students study, conversely, learning can help student promote motivation. however, many students today do n

35、ot understand the purpose of learning english speak. the purpose of learning english speak and dont know why they should study spoken english well is the important things to the person who are needs conversation with foreigners or go aboard. although, the college students of english majors becomes m

36、ore and more, due to they cant make sure whether the job is related to their profession after graduation or not. and they also dont give themselves a direction of job. so they have no passion or powder for spoken english practice. students ambiguous learning attitude is caused by their negative thou

37、ghts to study. because this negative emotion hanging on their thought. 3、2 negative factor emotion from teaching3、2、1 negative factors from attitudeexcept students negative and emotional factors influence on students oral english learning, to some extent, teachers negative attitude also affects thei

38、r oral english learning. because students always keep silence in class and arent positive to answer or raise questions. teachers always explain alone. consequently, boring and monotonous classroom atmosphere often make lesson plans unable to complete on schedule. no doubt, teachers dont accomplish t

39、he purpose desired. to a certain extent, this makes them lose the confidence in teaching english which forms the negative of teaching attitude. and what is worse is that teachers negative attitude makes them completely lose the confidence in oral english learning, so teachers negative and emotional

40、factor also affects students spoken english learning.3、2、2students one-sided understanding mistake in spoken english practicethe teacher one-side to know students mistakes are also affecting students english speaking. because of students mistakes, the teacher corrected, but students still make the s

41、ame mistakes. teachers dont have enough patience for their mistake at the moment. not only teachers always put wrong escalate but also overlooks their responsibility. so the spoken class frequently leads students feel of torment, emotional instability and dont have enough consciousness and enthusias

42、m. they are afraid of participating free discussion in class, which this situation is not only difficult to improve their spoken english practice in class but also has bad influence on their spoken english learning. teachers attitude to students errors is also one of key factors.4、how to overcome ne

43、gative emotion factors to improve spoken english practice4、1 cultivating students positive learning attitude to spoken english4、1、1 developing self-confidence, speak more and moremost students lack of self-confidence when speaking english. they find they are not good at speaking english. students ca

44、nt overcome the barrier of fear to english speaking. when they are afraid of speaking english, on this circumstance, they should learn to encourage themselves and dont be afraid of failure .such as, you can tell yourself that i am good at english and will succeed next time. so we should do more oral

45、 practice and speak as much as possible. besides above these, we are supposed to take part in the oral practice actively, and dont be afraid of making mistakes, they should careful preparation to build up confidence. so in order to improve spoken english practice, students should keep doing more exe

46、rcise with oral practice at other times. at the same time, when they learn english speaking. we should keep good state of mind to improve spoken english practice. which is not only benefits to build up students confidence but makes them speak with greater fluency.4、1、2 overcoming language environmen

47、t , listen to more listeningthe american linguist, krashen said: “language acquisition is finished by the best language input.” if students want to improve their oral practice, they should listen more and more. 9 language environment is indispensable to language learning. the hungarian linguist, kam

48、ore.luomonbu has mastered 16 kinds of language in 25 years. he said: “foreign language is compared to bastion, and need to attack it from in all directions. such as, reading newspaper, listening broadcasting program, watching original movie, listening to english speech, reading book and so on”. they

49、 always use chinese mode of thinking to speaking english, because they have mastered chinese grammar and chinese fixed expression. this situation is disadvantage to their spoken english practice. since they always apply to chinese thought to express english sentences. for a long time, the chinese th

50、inking must influence on their oral english expression, leading to chinglish. when students master english knowledge they should require them to try their best to express in english. if they arent apply english thinking to express their idea. they are supposed to ask the teacher or use another words

51、 to instead of it. consequently, this way can get rid of chinese thinking, and improve students spoken english practice. finally, students can apply accurate and appropriate english sentences to express their idea. 4、1、3 abundant reciting and reading loudthe reading psychological activity is all-rou

52、nd and multi-level. the specific process of reading is through eye-brain-mouth-ear-brain. reading can get special efficiency through transfer various sense. for this reason, in order to improve students oral english practice, reading and reciting is indispensable. however, the british linguist, c.e.

53、 ekersley said: “learning english isnt studying grammar rules, its should be learned the sentence. and they can use english sentences automatically express their idea as unreflectively as they breathed. 10 because they can blurt out sentences after reciting. reciting and reading is also effective me

54、asure to overcome chinese students dumb english. more importantly, we can take three advantages of reading and reciting. firstly, it helps students accumulate a lot of practical english phrases, sentences, and idioms, and can broaden their horizon. secondly, it can build up your language sense. thir

55、dly, insisting to reading and reciting can make their sentence more intonation, coherent and fluency. 4、1、4 proper attitude to mistakes of spoken english and overcome shynesswhen student speak english, most of them feel shy. they are unwilling to make mistake in front of classmates. the linguist dul

56、ay&burt also said “no making mistake will never learn good language”. shyness and fear of mistake can not learn perfect english. 11 students with shyness, who are afraid of making mistake to speak english and they cant improve their spoken english. actually, making mistakes are ineluctable in oral p

57、ractice. the only way for us to overcome shyness which need to do more practice. therefore, we must make full use of all chances to speak english. such as, taking part in english corner actively, talking with others in english, participating in english speaking compete. finally, your english speakin

58、g practice can improve gradually. at the beginning of, speaking english is difficult to us, but if you insist to learning all the time. your oral english practice must be improved. 4、1、5 the group cooperation for english learning is advocatedthe cooperation between classmates is very important to im

59、prove their spoken english practice in class. the professor zhang jianzhong emphasized in his monograph that: “the relation between teachers and students is a variety of interaction, but the group communications with in cooperation are particularly important.” 12 because their characteristics of age, knowledge level, learning experience, thought, and emotional f