減輕外語學習者的壓力

Reducing Anxiety for Foreign Language Learners

Traditional methods of language teaching include drills and repetitions with little emphasis on communication. Students who are anxious about their listening and speaking abilities tend to maintain an affective barrier that can make language acquisition almost impossible. This paper is to provide a review of related literature on affective variables in language learning, anxiety theories, foreign language anxiety, identifying foreign language anxiety, construct of foreign language anxiety, potential sources of language anxiety. Males have more anxiety in English classes than females. Anxiety plays a debilitative role in language learning, reducing students' foreign language anxiety and the teachers' awareness, and cultural awareness from both the teacher and students. It is true that the teachers' supportive attitude toward student anxiety, along with continuous efforts to understand affective needs that each student brings to the classroom can make a significant contribution not only to creating a student-centered and comfortable classroom environment, but also to further facilitating the students' learning processes in the long run.傳統的語言教學包括練習和背誦，卻不強調溝通。擔心聽講能力的學生會因情意因素的障礙而無法有效地學習語言。本文提出一些相關文獻探討如下：語言學習的情意變項，焦慮理論，外語學習焦慮之概念，辨識外語的焦慮，外語焦慮的形成，外語焦慮的潛在來源，男生比女生在英文課更具焦慮感，焦慮在語言學習上扮演使弱化角色，減輕學生外語學習焦慮和教師之了解，師生對文化的認知。教師對學生的焦慮需有關切的態度，不斷努力去了解學生在教室中的情意需要，這樣不僅可創造以學生為中心的學習情境，也會對培育學生長程的學習做出有意義的貢獻。