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泉 州 师 范 学 院（二号黑体加粗）
毕 业 论 文（小初黑体加粗）
Oral Language Anxiety and Solution
for English Majors (小二号黑体加粗)
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 谢晓晴
学 号
050201051
指导教师 张云英 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，其余用四号宋体）
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Abstract: 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 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, weighing 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,
Niemann’s 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, personality
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【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】
英语专业,口语焦虑,情感因素,性格
附录二 毕业论文选登
151 Contents
Introduction ……………………………………………………………………1
1. Literature Review ……………………………………………………………1
1.1 Affective Factors and Anxiety ……………………………………………1
1.1.1 Affective Filter Hypothesis ……………………………………………1
1.1.2 About Anxiety …………………………………………………………2
1.2 Language Anxiety …………………………………………………………3
1.2.1 The Definition of Language Anxiety ……………………………………3
1.2.2 The Classification of Language Anxiety ………………………………3
2. Oral Language Anxiety ………………………………………………………4
2.1 The Exhibition of Oral Language Anxiety …………………………………4
2.1.1 Oral Language Anxiety in Classroom …………………………………4
2.1.2 Oral language Anxiety in Test …………………………………………4
2.1.3 Oral language Anxiety in Communication ………………………………4
2.2 The Cause of Oral Language Anxiety ………………………………………5
2.2.1 Communication Apprehension …………………………………………5
2.2.2 Test Anxiety ……………………………………………………………5
2.2.3 Fear of Negative Evaluation ……………………………………………5
2.3 The Influence Factors of Oral Language Anxiety …………………………5
2.3.1 Intrinsic Factors …………………………………………………………5
2.3.2 External Factors …………………………………………………………6
3. Researches on Oral Language Anxiety for English Majors …………………6
3.1 Objective ……………………………………………………………………6
3.2 Methodology ………………………………………………………………7
3.2.1 About Samples …………………………………………………………7
3.2.2 About Measuring Instruments and Questionnaire Design ………………7
3.2.3 About Method ……………………………………………………………8
3.3 Date Analysis and Results ………………………………………………8
4. Suggestions for Turning Oral Language Anxiety to Facilitating Anxiety ……11
4.1 Treat Students Differently with Respect to Individual Difference ………11
4.2 Create a Harmonious Language Learning Environment ………………12
4.3 Use Different Teaching Methods and Activities …………………………12
4.4 Improve Oral Language Teacher’s Ability ………………………………13
4.5 Apply to On-line Resources ……………………………………………14
Conclusion ………………………………………………………………………14
Bibliography …………………………………………………………………15
Appendixes I ……………………………………………………………………16
Appendixes II …………………………………………………………………18
Acknowledgement ………………………………………………………………21
