英语口语训练中学生心理障碍潜析-翻译

Brief Analysis on Middle School Students Psychological Barriers in Oral English TrainingKey Words: Classic conditioning interaction process Oral English Psychological barrierAbstract: This paper analyzes the reasons of the students psychological barriers in oral English training. It points out that teachers should use the principles of “generalization” and “extinction” in classic conditioning interaction process. It motivates the emotional element in teaching as well as organizing a friendly classroom atmosphere. Following the principle of gradual improvement, it not only cultivates students confidence and builds their healthy mental statements but also mobilizes students to participate voluntarily by developing effective classroom training activities. Modern English education emphasizes on cultivating the ability of applying English. In our nation, although students learn English for a long time, they lack the actual ability to use it. Especially in social circumstances, they fail in social intercourse and lack the ability to communicate. For instance, some students pass the CET-6 but are unable to communicate freely with foreigners. This is directly caused by lack of relevant training in the process of learning English. It is common that many students are unwilling or dare not to speak. They are afraid of making a mistake or “losing face”. This fear hinders the improvement of their ability to use English.1. The reasons of the psychological barriers of the students in the oral English training1.1 Their personality causes them not to want to talk. In western countries, students tend to be outgoing and expressive while in China, students are mostly introverted. That is revealed in oral English activities, even if they can speak, they dont want to. 1.2. The criticizing way of teaching makes the students dare not to speak. Over a long time, the education our students receive is more criticizing than encouraging. Students and teachers are distant. Students hardly express themselves in front of teachers, and are afraid of being blamed for making mistakes. In class they are afraid of being unable to answer the questions or getting criticized for imperfect pronunciation. Because of these reasons, they dare not to speak in class.1.3. Students are unwilling to speak due to the idea that they can not afford to lose. Nowadays, most of the students grow up in favorable circumstances, but the school and family are likely to neglect the guidance and cultivation of their mental stability. They especially lack the cultivation of resisting pressures so that they are fragile in mental endurance. The reflection is that they are afraid of losing face in front of their classmates and reluctant to experience the failure. Because of that, in oral English class, no one talks, the teacher has to monopolize everything.2. The principle of classic conditioning interaction process contributes in overcoming the psychological barriers in oral English training for the studentsIvan Pavlov, a famous Russian physiologist, theorized classic conditioning interaction into three processes: generalization, discrimination and extinction. Generalization means responding to similar stimuli in the same way. For instance, some students are nervous at some tests, and become anxious in other tests later. This is an example of anxiety generalization in other subjects. Once the care from school and teachers is bound through generalization, it could produce positive reactions for the classroom activities. Discrimination is to react to the similar but different stimuli in a different way. For example, some students get high scores in quizzes, but low scores in important tests. Extinction is a process where one maintains none or fading reactions to the stimuli. Experiment indicates that once condition establishes, if conditioned stimuli repeatedly appears with no unconditioned stimuli being accomplished, the reaction grows weaker until it eventually vanishes. For example, some students show a strong will to answer questions in classes by raising their hands, if the teacher does not meet their demand, their wills to speak vanish. There will be a small chance for them to raise their hand again later. Yet to eliminate a formed conditioning reaction is much harder than to obtain it.Classic conditioning reaction process principle is conductive for oral English teaching. For in this process individuals can obtain reactions on emotion or manner under different Scenarios. That is to say, like facts and concepts, emotion and manner also can be acquired through learning. Conversely, the acquisition of emotion can influence the learning of the facts and concepts. Furthermore, some emotions and habits of the students are also formed by generalization, discrimination and extinction. We should use various ways and methods to eliminate the generalization of long appearing psychological barriers (fear, boredom, anxiety and so on), release the students from them, and effectively cast out these psychological conditions. On the one hand, stimulate their passion and joy for participating in the talk and communication in classroom. Then generalize the passion and joy to form a good habit of enthusiastically participating in the oral English activities. On the other, in view of many students fear to speak in class, teachers need to give compliments and encouragement for their occasional talk. It can gradually remove their fear. The teacher should create a loose, harmonious, free and enjoyable atmosphere so that students can overcome their anxiety, reluctance and shyness. It can gain successful oral training, in the largest extent, by strengthening their confidence and through active practices.At the same time, classic conditioning interaction process theory tells us eliminating students fears is a step-by-step process. Patience is crucial. It is normal if student is fearful after overcoming it and participating in an activity for the first time. Encouragement is still in need till the fear vanishes at last.3. Useful discussions on eliminating the fear and generalizing the joy of participation so as to overcome the psychological barriers in oral English training3.1. Enhance students confidence on the knowledge they acquired. Students usually are not positive about their ability to take part in oral English activities. Therefore it is necessary to encourage them. On one hand, the teacher needs to tell the students that knowing 1,800 words is enough to communicate. College students vocabulary is far more than this amount. It will not be a problem for them to take part in descriptive and simple elaborative activities. On the other hand, the teacher needs to tell the students full preparation is a good way to enhance their confidence, let them realize that its not hard to speak fluently. 3.2. The teacher needs to approach the students with a moderate temper, giving positive implication, and loving the students, especially the slow learners. To know the students as well as to be known by them, it can reduce the distance between teachers and students. In order to do this, teacher needs to come off the high horse, ease their serious look, and integrate into the students. Besides care for the students, they can be intimate with the students, put themselves in the students place, and give proper suggestions to solve problems in students daily lives. In this way, students are willing to expose their thoughts. It foreshadows their undefended oral expression in the future. 3.3. Teachers positive and reasonable commends play a positive effect for students participation. German educationist F.A.WDiesterweg said “The art of education is not teaching, but to encourage, awaken and inspire.” In the process of teaching, the praise and devaluation of first participated students directly influence the participation for the following students later. Students will shrink after noticing teachers criticizing and reproaching attitude. This negative generalization will influence the following effect of the activities. When teachers attitudes are moderate with positive and encouraging words, students can frequently receive the sense of success and achievement. In other words, it generalizes their joy of participation as well as eliminates their fear. It continuously enhances their confidence and initiation on oral expression.3.4. the teacher needs to be good at creating an enjoyable, alive, friendly and harmonious classroom atmosphere. It is an important aspect in eliminating students psychological barriers, easing their anxiety, and cultivating their courage. The teachers comment could induce relevant reaction and behavior among the students. In addition attitudes between the students could influence their own participation too. The teacher should conduct a respectful and encouraging mechanism among the students. Firstly, the teacher should tell the class in advance that every student could and would make different mistakes in learning. It is normal. Dont be afraid of making mistakes. Secondly, the teacher should tell students never mock their classmates who have different opinions in pronunciation, usage of words or expression of thoughts. Allow everyone to have different views. They could put them out and exchange the views, encourage classmates to learn. Teach students to say “take it easy. Dont be nervous” when their classmates are at a loss for words. It will make their sense of tension disappear and give them courage to speak out. The teacher should tell the students that in the same way you treat others, you will be treated. In this way, it can maintain the positive atmosphere in class activities and eliminate the pressure and sense of shame among the students. 3.5. The teacher should set no boundaries in oral expression, using a step-by-step principle, not granting too high or too much requirement for the students. In oral English teaching, on many occasions, students views towards society and life are involved. Teachers should focus on training their application of language rather than limit their thoughts by presenting a standard answer. In contrast,