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1、附录二 毕业论文选登148泉泉 州州 师师 范范 学学 院院（二号黑体加粗）毕毕 业业 论论 文文（小初黑体加粗）OralOral LanguageLanguage AnxietyAnxiety andand SolutionSolutionforfor EnglishEnglish MajorsMajors (小二号黑体加粗)英语专业学生口语焦虑及解决策略英语专业学生口语焦虑及解决策略(小二号黑体加粗）外国语 学 院 英语教育 专 业 05 级 2 班学生姓名 学 号 050201051指导教师 职 称 讲师 完成日期 2009 年 4 月 16 日 （横线上内容用四号楷体GB2312，其余
2、用四号宋体）附录二 毕业论文选登149Abstract: With the development of relevant researches, anxiety as one of the most important affective factors has gained a common concern not only in psychology but also in linguistics. Language anxiety pervasively affects the foreign language learning, especially the oral foreign
3、 language performance. And it influences the language learning processes according to individual differences. On the basis of the language researchers in the relevant studies of foreign language anxiety, the present paper aims at revealing a global outlook of English majors oral language anxiety, we
4、ighing oral foreign language anxiety against personality and proving the correlation between oral language anxiety and the oral performance. This survey is made to a subject of 128 sophomores from Quanzhou Normal University with following instruments: the Foreign Language Classroom Anxiety Scale, Ni
5、emanns personality tests, related questionnaire, as well as marks of the oral exam. Based on the research, an analysis and empirical investigation will be made and the recommendations to reduce oral language anxiety will be displayed.Key words: English major, oral language anxiety, affective factors
6、, personality 附录二 毕业论文选登150【摘要摘要】焦虑不仅是心理学界普遍关注与探讨的问题，也是语言学领域思考的重要课题。作为情感因素之一，焦虑对语言学习具有重要影响，特别是对外语学习者的口语表现，并且因个体差异的不同而有所不同。本文在对外语焦虑进行的相关文献研究的基础上，以泉州师范学院外国语学院英语专业的 128 名大二学生为研究对象，采用外语课堂焦虑量表,尼曼人格测试,开放性相关问题以及被试者的学期末英语口语成绩，对英语专业学生的口语现状进行实证调查，对口语焦虑与个性倾向，口语焦虑水平与口语表现的相关性进行研究、分析，并在实证调查的基础上提出减轻口语焦虑的建议及策略。【关键词
7、关键词】英语专业,口语焦虑,情感因素,性格附录二 毕业论文选登151ContentsIntroduction 1 1. Literature Review 11.1 Affective Factors and Anxiety 11.1.1 Affective Filter Hypothesis 11.1.2 About Anxiety 21.2 Language Anxiety 31.2.1 The Definition of Language Anxiety 31.2.2 The Classification of Language Anxiety 3 2. Oral Language An
8、xiety 42.1 The Exhibition of Oral Language Anxiety 42.1.1 Oral Language Anxiety in Classroom 42.1.2 Oral language Anxiety in Test 42.1.3 Oral language Anxiety in Communication 42.2 The Cause of Oral Language Anxiety 52.2.1 Communication Apprehension 52.2.2 Test Anxiety 52.2.3 Fear of Negative Evalua
9、tion 52.3 The Influence Factors of Oral Language Anxiety 52.3.1 Intrinsic Factors 52.3.2 External Factors 6 3. Researches on Oral Language Anxiety for English Majors 63.1 Objective 63.2 Methodology 73.2.1 About Samples 73.2.2 About Measuring Instruments and Questionnaire Design 73.2.3 About Method 8
10、3.3 Date Analysis and Results 8 4. Suggestions for Turning Oral Language Anxiety to Facilitating Anxiety 114.1 Treat Students Differently with Respect to Individual Difference 11附录二 毕业论文选登1524.2 Create a Harmonious Language Learning Environment 124.3 Use Different Teaching Methods and Activities 124
11、.4 Improve Oral Language Teachers Ability 134.5 Apply to On-line Resources 14 Conclusion 14 Bibliography 15 Appendixes I 16 Appendixes II 18 Acknowledgement 21IntroductionAlmost every student feels nervous when they studies foreign language. Krashen (1985) proposed in the Affective Filter Hypothesis
12、 that a number of “affective variables” play a facilitative but non-causal role in second language acquisition. These variables include motivation, self-confidence and anxiety. Then anxiety is considered to be one of the most important affective variables in the area of individual differences in sec
13、ond language acquisition. It poses many potential problems for the students of a foreign language because it is an obstacle to the acquisition. So language anxiety plays a prominent part in students oral performance. Since 1970, the language scholars have taken note of the anxiety on the importance
14、of foreign language learning, and carry out a number of empirical studies. But one problem that should be paid attention to is that all these studies are intended to explore the causes and the nature of anxiety, discuss the relationship between language anxiety and language acquisition, and show the correlation of language anxiety
