英语论文网

instruction is deeply affected by the constructivisttheory. The basis of anchored instruction is technology, and it is closely related withsituated learning, situated cognition and cognitive flexibility theory. The appearanceof anchored instruction is to solve the problem of inert knowledge, which studentstend to form in classroom instruction. Inert knowledge can arise when the learningenvironment does not match the situation in which the teaching of the knowledge willbe needed (Sherwood et al., 1987). As one of the major representatives, JohnBransford contributes a lot to the theories and researches of anchored instruction.The term “anchored” refers to the fact that anchored instruction is characterizedby extensive exploration of a narrative that provides the context for instruction. Inother words, instruction is contextualized, or “anchored” within a narrative thatprovides the basis for exploration and learning. This teaching method requires thewhole instruction to be created on the basis of actual events or problems.
………………

2.2 Foreign Language Anxiety

2.2.1 Definitions of Foreign Language Anxiety
Anxiety belongs to the psychological field. Related to the definition of anxiety,there are many different versions. Spielberger (1972) defines anxiety as “anunpleasant emotional state or condition which is characterized by subjective feelingsof tension, apprehension and worry, and by activation or arousal of the automaticnervous system”. Leary (1982) puts forward the following definition, “Anxiety refersto a cognitive-affective response characterized by psychological arousal (indicative ofsympathetic nervous system activation ) and apprehension regarding a potentiallynegative outcome that the individual perceives as impending”. According to May (qtd.in Engler 1995), “ Anxiety is the apprehension cued off by a threat to some value thatthe individual holds essential to his or her existence as a person”.As an important affective variables, many linguists have conducted a lot ofresearches on anxiety in foreign language teaching. Thus they expanded it to theeducational field as foreign language anxiety. The definition of foreign languageanxiety was initially proposed by the American psychologist Horwitz et al. (1986) as“a distinct complex of self-perceptions, beliefs, feelings, and behaviors related toclassroom language learning arising from the uniqueness of the language learningprocess”.MacIntyre (1991) proposed that foreign language anxiety is a situation specificanxiety that relates to environments of foreign language learning, and it can be feltwhen one is required to use a foreign language. In 1994, MacIntyre and Gardenerformulated a more exact definition of foreign language anxiety as the feeling ofuneasiness, worry, nervousness and apprehension experienced by non-native speakerswhen learning or using a second or foreign language and these feelings may stemfrom any second language context whether associated with the productive skills ofspeaking and writing, or the receptive skills of reading and listening.
……………

Chapter Three Methodology........26
3.1 Research Questions.....263.2 Subjects .........26
3.3 Instruments....28
3.3.1 Foreign Language Classroom Anxiety Scale.....28
3.3.2 The PETS-3 Test Papers ........29
3.3.3 SPSS V 17.0......30
3.4 Research Design..........30
3.5 Data Collection and Analysis...本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。