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学术界对英语听力焦虑的研究始于上世纪80年代。在英语教学过程中,英语听力活动过程是最为复杂的,学生在英语听力的过程中,常常会受到外界及内心这两种因素的干扰。外界因素主要包括教师及听力环境;内心干扰因素主要是指学生在听力活动中所产生的焦虑情绪。这种焦虑情绪的外在表现主要有紧张和害怕。教师应正视这一现象并及时调整教学方法和教学模式,缓解学生在听力课堂上的焦虑心理,尽量将焦虑情绪控制在最小范围内,最终帮助学生提高听力能力。
Academic research on English listening anxiety began in the 1980s. In the process of English teaching, the process of English listening comprehension is the most complicated. In the process of English listening, students are often disturbed by both external and internal factors. External factors include teachers and the hearing environment; internal disturbances mainly refers to the students in the hearing activity generated by the anxiety. The external manifestations of this anxiety are mainly nervous and afraid. Teachers should face up to this phenomenon and adjust teaching methods and teaching modes in time to ease the students’ anxiety in listening class and try their best to minimize their anxiety and eventually help them improve their listening ability.