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1.1 Background of the Study
中国一直与各国的合作，因为它进入WTO，现在，越来越多的中国人正在与世界各地的外国人，因此毫无疑问，学习英语在中国是非常流行和重要。因此，似乎讲，作为一个所有五个技能（听，说，读，写，译），是最重要的，所以英语口语能力变得越来越重要，在二十一世纪。学院的学生在中国学习英语，毕业后更有竞争力，但是，许多大学生把自己的精力只在阅读或写作，希望通过测试，如英语四级，六级等，但忽视他们说话。因此，口语能力是远未令人满意学生毕业后。中国教育部（2007年）修订的新的大学英语课程教学要求“规定或人能力三个阶段为学生明确。显然，英语口语的重要性，更加重视，并提高中国学生的英语口语能力，就显得非常迫切。China has been cooperating with various countries as it entered WTO and moreChinese people are now communicating with foreigners around the world, thus there isno doubt that the study of English is extremely popular and important in China.Therefore, it seems that speaking, as one of all five skills (listening, speaking, reading,writing and translating), is the most important one, so oral English proficiency isbecoming more important in the 21stcentury. College students in China are learningEnglish to be more competitive after graduation, however, many college studentsusually put their energies only on reading or writing, hoping to pass tests like CET 4,CET 6, etc., but neglect their speaking. Therefore, the oral proficiency is far frombeing satisfactory after students’ graduation. Chinese Education Ministry (2007)revises the new College English Curriculum Requirements which states the oralproficiency of three stages for students clearly. Obviously, the importance of oralEnglish is being paid greater attention to, and it is very urgent to improve Chinesestudents’ oral English competence.
许多英语教师已经尽了最大努力，帮助学生学好英语，而它被证明是一个艰巨的任务：在英语口语教学中，关键的问题是，很多学生都不愿意说英语。这种现象的原因是激烈的讨论，并自20世纪70年代以来，佛罗里达州学习和教学中的情感因素的研究人员获得了很多的关注，被认为是一个主要因素。伯恩斯和乔伊斯（1997）解释不愿参加任务涉及讲可能是由于文化因素，语言因素和情感因素。所有这些因素都将抑制FL的学习过程中，情感因素对语言学习的影响已经给予更多的关注由语言开发EAC购置的许多研究人员在。在情感变量，被认为是最关键的因素之一（牛津，1999年）的焦虑。斯皮尔伯格（1972）定义为运动状态或条件，它的特点是紧张，忐忑的主观感受的焦虑，担心，和由自主神经系统的激活或觉醒。从那时起，佛罗里达州焦虑一直在外语教学和学习领域的一个热门话题。Many English teachers have been trying their best to help students learn Englishwell, while it is proved to be a tough task: in oral English teaching, the crucial issue isthat many students are not willing to speak in English. The reasons of this phenomenonare discussed hotly and since 1970s affective factors in FL learning and teaching havegained much attention by researchers and are thought to be a major factor. Burns andJoyce (1997) explain the reluctance to take part in tasks involving speaking may becaused by cultural factors, linguistic factors, and affective factors. All of these factorswould inhibit the FL learning process, thus the influence of affective variables onlanguage learning has been given more attention by many researchers in languageacquisition. Among the affective variables, anxiety is regarded as one of the mostcrucial factors (Oxford, 1999). Spielberger (1972) defines anxiety as an unpleasantemotional state or condition which is characterized by subjective feelings of tension,apprehension, and worry, and by activation or arousal of the automatic nervous system.Since then, FL anxiety has been a hot topic in the FL teaching and learning field.
Language anxiety is a kind of situational specific anxiety, which is defined as fear orapprehension occurring when a learner is expected to perform in L2 or FL (MacIntyre& Gardner, 1991). Horwitz et al. (1986) state that FL anxiety is a specific syndromewhich may be related to three well-known anxieties associated with first language useand everyday life. Horwitz, E.K., Horwitz, M.B. and Cope, J. (1986) regard listeningand speaking as the main sou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。