分析往届正文

MydeepestgratitudegoesfirstandforemosttoTeacher┊┊┊┊┊┊MydeepestgratitudegoesfirstandforemosttoTeacher┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊walkedmethroughallthestagesofthewritingofthisthesis.herconsistentandilluminatinginstruction,thisthesiscouldnotSecond,mythankswouldgotomycollegeandourdepartment.Withouttheirefforts,IwouldnotfinishmythesisonFinally,Iwouldliketoexpressmyheartfeltgratitudetoallscholarswhohavebeeninvolvedinthisthesis.Thisthesishas enlightenmentoftheirresearchfindings,itisdifficultformetothisBecauseofthefinitudeofmyacademiclevel,itisinevitablehavesomedefects.Anycriticismsare第1页共44 importantandfrequentwiththeeconomic importantandfrequentwiththeeconomicglobalization.As┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊importanttoolininternationalcommunication,Englishismoreandmoreimportant.EnglishteachingplaysavitalroleincommandofEnglish.Itisnotonlyaprocessoflanguagebutalsoaprocessofaffectiveinteraction.What’smore,educationisthecoreofquality-orientededucation.Sincescholarshaveattachedimportancetohumanism.Affectivecomefromhumanism.Presently,Englishteachinghasignoredimportanceofaffectivefactors,whichhasaffectedtheefficiencyteaching.Thisthesisbeginswiththebriefintroductiontogivesthedefinitionofaffectivefactors,whichincludemotivationanxiety,andthengivesthegeneralintroductiontomotivation,andtheirclassifications.Somesuggestionsabouthowtomotivationandreduceanxietyarealsodiscussed.Inthelastpart, Environment”,whichapplysthetheoriestoapplication.Throughthesis,theauthordoeshopethatthereadersareexpectedtorealizeroleofaffectivefactorsintheEnglishteaching,insteadofonlycognitivefactors第2页共44Keywords:Motivation;┊Keywords:Motivation;┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊3共44第摘┊┊┊┊┊┊┊┊┊┊┊┊┊┊摘┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊关键词：情感因素，动机，焦虑；英语教第4页共44Chapter ┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊Chapter ┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊Chapter Chapter 3.1 3.2 3.2.1Definitionof 3.2.2Classificationof 3.3 3.3.1Definitionof 3.3.2Classificationof Chapter ATeaching 4.1Pre- 4.2While- 4.3After- 4.4Teaching 4.4.1CharacteristicsofJunior 4.4.2Motivation 4.4.3Anxiety Chapter Works 第5页共44Chapter┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊Chapter┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊Nowadays,English,beinganimportantwaytowithfriendswhoarefromallovertheworld,istaughtasalanguageorasecondlanguageinChina.StudentsarerequiredlearnEnglishasearlyaspossible.IntermsofEnglishteaching,teachinginChinahasbeenconsideredasteacher-centeredforatime,whichputsemphasisonnothingbutlearner’saspects,suchasintelligenceandimagination,butignoresaffectivefactors,suchasinterest,attitude,motivation,anxiety,self-confidence.Evenworse,itisharmfulforlanguagelearningstudents’all-rounddevelopment.WemighthavefoundsomeconcerningaffectivefactorsinEnglishteaching,buttheywereaboutteachers’affectivefactorswhentheywereteachingTherefore,thispaperaimstowritesomethingaboutaffectivefactorsinEnglishteaching.Theaffectivefactorsinthispaperaremotivationandanxiety.Thisthesisexpectstoteacherstakestudents’emotionsseriouslyandtakeadvantagetheiremotionstopromoteclassroomefficiency,enablingstudenttomakeprogress,andachieveInChina,weconsiderEnglishasthesecondlanguage.第6页共44studyEnglishfromthethirdgradeinprimaryschool,becausegoodcommandofstudyEnglishfromthethirdgradeinprimaryschool,becausegoodcommandofEnglishenablespeopletoobtainmorefromtheboard.Therefore,itisimportanttolearn┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊However,nowadays,EFTteachinginChinaputstooemphasisonlearners’cognitivefactors,ratherthanonfactors.Asaresult,therearealwayssomepoorstudentswholearningEnglishandevengiveitupineveryclass.TeacherstheirparentssparenoefforttoimprovetheirEnglish,suchreinforcingtheirEnglishinacramschoolanddoinglotsofInthisway,thosestudentsincreasinglyhateEnglishlearning.turnsoutaviciouscircle,andimpairstheefficiencyofConsequently,theimportanceofaffectivefactorscannotbeAffectivefactorsincludeinterest,attitude,motivation,self-confidence,etc..Thisthesisfocusesontwofactors,andanxiety.Motivationhastwokindsofclassification,intrinsicextrinsicmotivation,andintegratedandinstrumentalThesetwokindsofmotivationplayimportantrolesintheoflearning.Theydeterminetheeffortstudentsmake,andthetheywanttoreach.Besidestheinfluenceofmotivation,anxietyhindersstudentsfrommakingprogress.Anxietycanbedividedin-classandout-of-class.Theybothhaveanimpactontheofaforeignlanguage.Appropriatecomprehensionand第7页共44ofaffectivefactorswillhelpofaffectivefactorswillhelpstudentsrealizethemeritsandWhat’smore,teacherscanteachstudentsinaccordancewith┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊ChapterAffectivefactorsoriginatedfromhumanismandwere第8页共44advocatedin1960s.Humanismisaschoolofthoughtthathumanbeingsareadvocatedin1960s.Humanismisaschoolofthoughtthathumanbeingsaredifferentfromotherspeciesandcapacitiesnotfoundinanimals(Edwords1989).Thedefinition┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊humanismhasalotofversions.Itisfrequentlyviewedasakindworldoutlook,whichconcernshuman’sattitudestowardsandsociety.Itpayscloseattentiontothevalueofhumannature,itiscorrelatedwithmanysocialandculturalfields,suchaslanguage,history,andreligion,etc.(LiKun2011).Since1960s,increasingnumberofpeoplepayattentiontohumanismintheofeducation.Theybelievethatthereceiverisfirstlythebeing,andthenalearner.Humanbeingsshouldsatisfytheirneedsphysicallyandpsychologically.Iftheirneedsarenottheywillnotconcentrateonlearning.What’smore,affectisnotthebasicneedofhumanbeing,butalsotheprerequisiteofthephysicalandpsychologicalactivities(LuoXing163).InonehumanismenableshumanbeingstoattainafullSincethespreadofhumanism,anincreasingnumberscholarsattachedgreatimportancetoaffectivefactors.Itthecombinationofcognitiveeducationandaffective“StephenKrashen(UniversityofSouthernCalifornia)isaninthefieldoflinguistics,specializingintheoriesofacquisitionanddevelopment”(Zhao2011).Heclaimsthat第9页共44motivationandanxietyhaveagreatinfluenceonthelearningofforeignlanguage.motivationandanxietyhaveagreatinfluenceonthelearningofforeignlanguage.What’smore,headvocatestheAffectiveHypothesisthatanxietywouldfilterlearners’languageinput┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊makeitnotreachtheLanguageAcquisitionDevice.Inthiscase,languageinputcannotbeprocessedbybrain,andalsonotabsorbed.Infact,heiswellknownforhisfivehypothesesSecondLanguageAcquisition(SLA).Thesehypothesesare:1).Acquisition-LearningHypothesis;2).TheMonitorHypothesis;TheNaturalOrderHypothesis;4).TheInputHypothesis;5). Hypothesis. influenceonthefieldofSecondLanguageAcquisition,althoughimportanceofthesehypothesesremainstobequestionedKarshenhasproposed.Here,theauthoronlyintroducesoneoffivehypothesesAffectiveFilterHypothesis.“Dulayandarguethataffectivefactorsplayaroleasfilterininputasearly1977.Basedonthisidea,Krashendevelopedhisaffectivehypothesis.Heassertsthataffectivefilterisakindofobstaclewhichpreventsalearnerfromtakingontheinput”(Zhao2011).Motivation,anxiety,andself-confidenceincluded.HeclaimsthattheAffectiveFilterHypothesisfocusestherelationshipbetweenaffectivevariablesandtheprocesssecondlanguageacquisitionontheassumptionthat第10页共44dependsonthestrengthorleveloftheirAffectiveFilters31).“ThosewhosedependsonthestrengthorleveloftheirAffectiveFilters31).“Thosewhoseattitudesarenotoptimalforsecondacquisitionwillnotonlytendtoseeklessinput,buttheywill┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊haveahighorstrongAffectiveFilter–eveniftheyunderstandmessage,theinputwillnotreachthatpartofthebrainforlanguageacquisition,orthelanguageacquisitiondevice.withattitudesmoreconducivetosecondlanguageacquisitionnotonlyseekandobtainmoreinput,theywillalsohavealowerweakerfilter.Theywillbemoreopentotheinput,anditwill‘deeper’.”(Krahsen31).Heholdsthatitismorelikelyforlearnerswhopossesshighmotivation,alowlevelofanxiety,moreself-confidencetohaveachievementsinsecondacquisition.However,thosewhohavelowmotivation,ahighofanxiety,andlessself-confidencedonothavetheinclinationachievesuccess.Inoneword,theseaffectivevariablesaffectsuccessfulasecondlanguagelearneris.“Thesevariablescanregardedasanadjustablefilterthatfreelypasses,impedes,orinputnecessarytoacquisition”(Zhao2011).Studentswhohighmotivation,self-confidence,andlowanxietytendtohaveanditenablesthemtogetandletinplentyofNevertheless,studentswhohavelowmotivation,self-andhighanxietyareinclinedtohavehighfilteranditleadsto第11页共44input.Therefore,thequantityofinputisaffectedbythefilter.effectoftheaffectiveinput.Therefore,thequantityofinputisaffectedbythefilter.effectoftheaffectivefiltercanbeillustratedinthefollowing┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊Affectivefiltercanbecomparedtoadoor.WhenitisinputwillbepreventedandcannotreachtheLADAcquisitionDevice)inthebrain.Thisleadstothedecreaseinlearner’slanguageacquisitionability.Themoreitprevents,lowerlanguageacquisitionabilitywillbe.Onthecontrary,whendoorisopen,agreatdealofinputwillreachtheLADandintolanguageacquisitionability,thus,thelearner’sacquisitionabilitywillbegood(Zhao2011).Therefore,anxietyinfluencethelearningofaforeignInaddition,EdwardDeciandRyan(1985)givedefinitionintrinsicmotivationandargueintrinsicmotivationissuperiorextrinsicmotivation.LambertandGardner(1959),hadmaderesearchabouttherelationshipbetweenattitudeand integrativemotivationafterhavingstudiedmanystudentsstudiedEnglishandcamefromCanada,America,and1244 fornearly12Inrecentyears,thenumberofChineseeducatorsAffectivefornearly12Inrecentyears,thenumberofChineseeducatorsAffectiveFactorshasbeenincreasing.Theyhavedone┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊meaningfulresearchesaboutstudents’affectivefactorsinallofsubjects.Forinstance,intermsofmusic,educatorsstudiedaffectivefactorshadaneffectontheaccordionperformance.termsofideologicalandpoliticaleducation,psychologistfindspositiveaffectivefactorscanstimulatestudents’cognitiveofideologicalandpoliticalcourse.IntermsofEnglisheducatorsfindthatthefundamentaldifferencebetweenstudentsandpoorstudentsisnottheintelligencebutthetowardslearning.Theyarguethattheeffectoflearningalanguagecannotbeseenimmediately.Therefore,studentsEnglishlearningboringandgraduallyloseinterestinAsthispaperhasmentionedabove,humanismhasdisplayeditspowerineducationforoveronehundredyears.enablesstudentstodeveloptheirpersonalandself-developmentacreativeway.Inthiskindofteaching,students’characteristicswellrespected.Humanismleadstothedevelopmentoffactors.Accordingly,wehavemanyresearchesontheeffectteachers’affectivefactorsonstudents’learning.But,infact,itbothteachers’andstudents’affectivefactorsthataffectthe第13页共44inlearningaforeignlanguage.Consequently,theauthorinlearningaforeignlanguage.Consequently,theauthorexpectsteachersshouldthinkhighlyofstudents’affectivefactorsandittoEnglishteaching.Itwillarousetheenthusiasmoflearners┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊encouragestudentstodeveloptheirChapterAsthehumanismhasbeenintroduced,affectineducationreceivedmoreandmoreattention.Someeducatorsadvocateideathatstudents’integrateddevelopmentshouldbebasedoncomposedofinterest,attitude,motivation,anxiety,and第14页共44confidence,etc..Allofthemcaninfluencethelearners’Thischapterfocusesconfidence,etc..Allofthemcaninfluencethelearners’Thischapterfocusesonmotivationand┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊3.1Withthedevelopmentofeducationsystem,manywesternChineseeducatorshaveattemptedtogivedifferentdefinitionshumanism,buttheyhaveoneincommonthatistofindawaytoeducatestudentsandencouragetheirpotentialabilities,wellasenablethemtoachievetheirownHumanismlaysstressontheimportanceoftheinnerworldhumanbeing,andgivestopprioritytoindividual’sfeelingsandemotionsinthedevelopmentofhuman.TherearedistinguishedfiguresinthisErikEriksondevelopedhistheoryfromSigmundFreud,butseesthat“humanpsychologicaldevelopmentdependsnotonwayinwhichindividualspassthroughpredeterminedstages,butonthechallengesthataresetbysocietyattimesintheirlives”(Erikson1963).Thisiscalledthe“epigeneticprinciple”byErikson.AnotherpersonisMaslow.Headvocatesafamoushierarchyofneeds,whichisportrayedintheshapeofapyramid,withthelargestandfundamentallevelsofneedsatthebottom,andtheneedof第15页共44actualizationatthetop.Themostbasicfourlayersofthecontainactualizationatthetop.ThemostbasicfourlayersofthecontainwhatMaslowcalled“deficiencyneeds”or“d-needs”,asfriendship,love,security,andphysicalneeds.Andthe┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊arecalled“beingneeds”or“B-needs”.MaslowholdsthatwhenthemostfundamentallevelofneedshavebeenmetdobeingshavethestrongdesiretorealizethehigherlevelofThethirdoneisCarlRogers.Heproposesthathumanbeingtheabilitytolearn,but“thiswillhappenonlywhenthematerisperceivedtobeofpersonalrelevancetothelearnerswhenitinvolvesactiveparticipationofthelearners”(WangThesethreehumanistspossessdifferentopinions,buttheoriesareallrelatedtohumanism,whichputsgreatemphasislearners’affectiveDefinitionofWhatismotivation?ItisdifficulttogiveacleardefinitionmotivationbecauseitcanneitherbeseennorbeexactlyWhatwecandoisobserveitthroughhumanbehavior.theoristshavedifferentperspectivesofmotivation.OxfordShearindefinemotivationinmoretechnicaltermsasthepeoplemakeastowhatexperienceorgoalstheywillapproach第16页共44avoid,andthedegreeofefforttheywillexertinthatrespect&avoid,andthedegreeofefforttheywillexertinthatrespect&Shearin1994).Browndefinesmotivationas“theextenttoyoumakechoicesaboutgoalstopursueandtheeffortyou┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊devotetothatpursuit”(Brown1994).GardnerandhishadagreatinfluenceontheresearchonmotivationinMotivationitselfisacomplexconstruct.FromGardnerLambert’sperspectives:“Motivationreferstothecombinationeffortplusdesiretoachievethegoaloflearningplusattitudestowardslearningthelanguage”,and‘…involvesfouraspects,agoal,aneffortfulbehavior,adesiretothegoalandfavorableattitudestowardstheactivityinThesefouraspectsarenotunidimensional…’(Gardner&1956)Inoneword,motivationcanenhancestudents’durabilityinterestofstudy.Intermsofourownexperience,orfromwecandiscoverthatifstudentshaveinterestsomething,suchas,objects,poem,novels,ext.,thiskindofwillnotonlyleadthemtostudyknowledgeorskillswithcuriosityandenthusiasm,butalsoenabletoputknowledgeorintopractice.Onthisoccasion,theycangraduallymake3.2.2ClassificationofGardner&Lambert(1972)proposedthatmotivationcanclassifiedintotwoorientations,whichareintegrative第17页共44 dominatedforsometimebythedistinctionbetweenintegrativeinstrumental dominatedforsometimebythedistinctionbetweenintegrativeinstrumentalmotivation(Gardner&Lambert,1972;Gardner,┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊Theintegrativeorientationisconsideredasthoselearningalanguagearefondofthepeoplewhospeakthislanguage,admiretheircultureandwanttobecomefamiliarwithoreven instrumentalorientationisdescribedasthedesiretogetpracticalorconcrete.Forexample,learnerswanttousethetocommunicatewithothersinbusiness,ortogetabetterjob,orpassexamination,suchasTOFFL,andSAT.Fromallkindsofwefindmostofthemclaimthatintegrativeorientationisbetterinstrumentalorientation,oratleastthatitisnecessaryfortoachievenative-likeproficiencyinpronunciationandanative-semanticsystem,fortheformercomesfromthewillingnesslearners,butthelatterisfromlearners’aims,andwillingnessmoresincerethanaims.Brown(2000)maintainsthatnecessarilymutuallyexclusive.Learnersrarelyselectoneform combinationofbothofthem.Whilebothintegrativemotivationinstrumentalmotivationareessentialelementsofsuccess,it第18页共44integrativemotivationwhichhasbeenfoundtosustainlong-successwhenlearningaintegrativemotivationwhichhasbeenfoundtosustainlong-successwhenlearningasecondlanguage(Taylor,MeynardRheault1977;Ellis1997;Crookes┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊Integrativemotivationgenerallyleadstoahigherscoreproficiencytestsinforeignlanguage.Undoubtedly,therearedisagreementsaboutthistheory.Ely(1986)arguesthatitisnottodistinguishintegrativefrominstrumentalmotivation.Van(1996)alsomentionsthatitsemphasisonlong-termgoalsdoesallowfortheshort-termfactorsoperatingintheimmediatecontext.(Taylor,MeynardandRheault1977;Ellis1997;1991).Infact,thedifferenceofmotivationdependsonbothsituationofthelearner,andthelanguagebeinglearned.learningisaverycomplicatedprocessofacquisition.Soitdifficulttosayone’ssuccesstolearningforeignlanguageisdueonlyoneoftheAnotherclassificationofmotivationisbasedonpersonality.DeciandRyan(1985)proposeintrinsicmotivationextrinsicmotivation.Intrinsicmotivationreferstotheyearningtodosomethingorachievesomethingforanreward.VanLierdefinesintrinsicmotivationintermsoftheories:“certainbasicpsychologicalneedswhichareinnateinhumanbeing”(VanLier108).Moststudieshaveproved第19页共44intrinsicmotivationplaysacrucialroleinlong-termintrinsicmotivationplaysacrucialroleinlong-termshouldpayattentiontotheintrinsicvalueoflearning,aswell┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊effortutilization.“Anextrinsicmotivation,whichisconcernedfactorsoutsidetheclassroom,isdemonstratedwhenaincreasesmotivationandeffortinordertoobtainadesired(VanLier108).Thosestudentswhopossessextrinsicmotivationworkinghardinordertoreceiveareward,suchasgraduatingpassingatestoravoidingbeingscolded.Obviously,itiseffectiveforlearnerstolearnalanguageforanexternalrewardtheseprizesorpunishmentshavebeenremoved.Andsomeevenarguethatonaccountofoursociety’sgreatemphasisonthenaturalintrinsicmotivationinchildrenhasbeenOfcourse,besidestheabovetypes,motivationisalsoinfluencedbyfeedbackfromtheenvironment,andfurthermorehasacloserelationshipwithproficiency,indicatingthatlearnersaremotivatedandsuccessimprovesDefinitionofAllhumanpresumablyexperienceanxietyonsomeAnxietyisoftenregardedasakindofaberrantemotions,which第20页共44alsotermedasmentalabnormality(Wang1999).AccordingLongwanDictionaryofContemporaryEnglish(2009),itisalsotermedasmentalabnormality(Wang1999).AccordingLongwanDictionaryofContemporaryEnglish(2009),itiseasyfindthatthedefinitionofanxiety,whichislikethis,a)“the┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊ofbeingveryworriedaboutsomethingthatmayhappenorhavehappened,sothatyouthinkaboutitallthetime”,“somethingthatmakesyouworry”,andc)“afeelingofwantingdosomethingverymuchbutbeingworriedthatyouwillsucceed”.Allthesethreeexplanationsimplythefeelingofworrydosomething.Then,ifweapplythisexplanationtolearning,wecansaythatwhenstudentslearnaforeignorlanguage,theymayworryaboutwhethertheycanhaveacommandofit,orwhethertheyhavetheabilitytowithothers,eventodobusinessinEnglishinthefuture.willhinderlearnersandmakethemfeeldepressed,orgiveTherefore,itisimportantforteacherstodealwithlearners’3.3.2Classificationof investigatedanxietyinanumberofdifferentareas.Theperspectiveisthetraitanxiety,whichisconsideredasapersonalitytrait.Itcanbedefinedas“anindividual’slikelihoodbecominganxiousinanysituation”(SpielBerger1972).Itislikelyforthosewhohavehightraitanxietytobecome第21页共44inmanydifferentsituations.What’smore,itwillweakenfunctioning,disruptmemory,inmanydifferentsituations.What’smore,itwillweakenfunctioning,disruptmemory,andcauseavoidancebehaviors,Thesecondperspectiveisstateanxiety,whichmeansthehere-┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊nowexperienceofanxietyasanemotionalstate.Itcanbeas“ablendofthetraitandsituationalapproaches.Stateanxietyapprehensionexperiencedataparticularmoment,forpriortotakingexaminations”(SpielBerger1972).Thosewhothiskindofanxietywillshowgreaterlevelofanxietyinsituations.Sincethiskindofanxietyisthemixtureoftraitandwhentheleveloftraitanxietyincreased,stateanxietyaccordinglyimprove.Thethirdperspectiveisthespecificanxieties,whichexaminestheparticularformsofsuchasthoseoccurringconsistentlyovertimeinagivenItisanalternativetothestateanxietyconcept.Situationconstructscanbeseenastraitanxietymeasureslimitedtoacontext.Respondentsaretestedfortheiranxietyreactionsinadefinedsituationsuchaspublicspeaking,writingexaminations,participatinginFrenchclassorJapaneseclass.ThisperspectivemorediversethantheprevioustwoandtheparticularareasconcentrationseemtoproceedrelativelyindependentlyGardnerBesidesthetypesofanxietymentionedabove,thereare第22页共44threetypesofanxietyinclassroom.Thefirstistheapprehension.Itrefersthreetypesofanxietyinclassroom.Thefirstistheapprehension.Itreferstoatendencyto“avoidcommunication,possible,orsufferavarietyofanxiety-typefeelingswhenforced┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊communicate”(McCroskey78),oritis“atypeofcharacterizedbyfearoforaboutcommunicatingwith(Horwitz,Horwitz,Cope132).Whenlearnerslearnalanguage,theytendtobetimidtospeaktoclassmatesoractataloss,orunabletomakeacompletesentenceandonlysomewordscontinuously.Thepersonalknowledgethatonehavetroubleincomprehendingorunderstandingothersleadstospecificcommunicativeapprehension.Itiseasytounderstandsomestudentsbecomesilentinaforeignlanguageclassundercircumstance,andthiswillcauseotherproblemsintheprocesslearning.Thesecondisthetestanxiety.Testanxietyapprehensionoveracademicevaluation,referstoatypeperformanceanxietystemmingfromafearoffailure(SarasonEverysemester,everystudentisrequiredtotaketheend-of-examtoassesstheirproficiency.Test-anxiousstudentsoftendemandthemselves,whichcanbeconsideredtobeunrealistic.theresultsdonotsatisfytheirneeds,theywillconsiderasafailure.Asjuniorstudents,testsareveryfrequent,whichthosewhoaretest-anxiousinforeignlanguageclassexperience第23页共44ofdifficultiesandstress.Themoredifficultiestheyhaveacross,thelessinterestofdifficultiesandstress.Themoredifficultiestheyhaveacross,thelessinteresttheywillhaveinlearningthelanguage.Oncetheirattitudehasimpaired,their┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊accordinglywillbereduced.Fearofnegativeevaluation,defined“apprehensionaboutothers’evaluations,avoidanceofsituations,andtheexpectationthanotherswouldevaluatenegatively”,isthethirdanxietyrelatedtoforeignlanguage(Wang1999).Thefearofnegativeevaluationcloselyhastodowiththefirst.Butitisbroaderthantheprevioustwo.studentslackconfidenceintheprocessoflearningalanguage,theyarenotsureofwhattheyaresaying,andtheyfeelthattheyareunabletomakesocialimpression.Inthisevaluationreferstoboththeacademicandpersonalwhicharemadeonthebasisofstudents’performancecompetenceinthetargetlanguage.Itmayoccurinanyevaluationsituation,suchasinterviewingforajob,speakingEnglishclass,andhavinganoralEnglishexamination.Inclassroom,itisobvioustofindthistypeofanxiety,whenkeepsilent,respondpassively,andevenplay apprehension,testanxiety,andfearofnegativeevaluationusefulconceptualbuildingblocksforadescriptionof第24页共44languageanxiety,itdoesnotmeanthatforeignlanguageanxietythesimplelanguageanxiety,itdoesnotmeanthatforeignlanguageanxietythesimplecombinationofthesefearstransferredto┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊isperceivedasa“distinctcomplexofself-perceptions,feelings,andbehaviorsrelatedtoclassroomlanguagearisingformtheuniquenessofthelanguagelearning(Horwitz,Horwitz,CopeChapterATeachingInthischapter,theauthordesignsateachingplan,withthetoapplytheaffectivefactorsintopractice.Theteachingincludespre-reading,detail-reading,andafter-TheauthorchoosesonelessonfromajuniorschoolbookNewCenturyEnglish,Grade2.ThelessoniscalledandtheEnvironment”.Thislessoniscomposedofthreeparts,thefirstpartinresponsibleforthelead-inofthetext.Thepartfocusesonvocabulary,text,grammar,andreading.Theclassconcentratesonspeaking,exerciseandexercise4.1Pre-Activity1:Theteacherplaysavideoclipabout第25页共44forstudents.Therearefortystudentsintheclass,andtheydividedintoforstudents.Therearefortystudentsintheclass,andtheydividedintofivegroups.Theyarerequiredtodiscusswhathavelearnedfromthevideoaftertheyhaveseenit.Five┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊┊later,everygrouphastodisplaytheirresultstotherestofActivity2:ThereisaposteronPage112,NewEnglish.Letstudentspayattentiontothepictureontheposter,theyareinvitedtodescribewhattheyhavelearnedfrompictures,andtheycanlinkitwiththevideo.Teacherletthemtheposterindetails,andanswerthequestionsTheteacherplaysavideoclipattheverybeginningtostudents’attention,andletthemhaveageneralideaofthisWatchingavideocangivestudentsadirectimpressionaboutenvironment,andmakethemlearnknowledgeunconsciously.videocanimprovestudents’motivation,justliketheyareacartoon.Atthesametime,theywillgettheinformationratherthanthroughreadingthetext,especiallyforthosewhohavedifficultyinreading.Thiscanreducetheiranxietysomeextend.What’smore,studentsarewillingtoexpressideasorperspectives;theteachercangivestudentsopportunitytopracticetheirorallanguage.Asfarastheteacherconcerned,he/shecanobservethosestudentsandthenteach第26页共44inaccord