【摘要】：英語口語交際是一項(xiàng)認(rèn)知心理活動,也是一項(xiàng)帶有創(chuàng)造性和社會交互性的活動,它是一個受諸多因素影響的復(fù)雜過程,如認(rèn)知能力、學(xué)習(xí)風(fēng)格、學(xué)習(xí)環(huán)境、情感因素等。此外,在聽、說、讀、寫四項(xiàng)基本能力中,“說”最受情感因素影響。積極的情感因素能促進(jìn)英語口語的學(xué)習(xí),提高英語口語學(xué)習(xí)的效率;消極的情感因素阻礙英語口語學(xué)習(xí),并最終影響學(xué)習(xí)者學(xué)習(xí)潛力的發(fā)揮。當(dāng)前小學(xué)生英語口語交際能力偏低,一個重要的原因是教師在語言教學(xué)中沒有足夠重視情感因素對口語學(xué)習(xí)的影響,從而導(dǎo)致學(xué)生對語言產(chǎn)生心理障礙。因此,當(dāng)他們在與別人交流時顯得不夠自信,就算開口說英語,大部分同學(xué)也處于消極被動狀態(tài),這種學(xué)習(xí)是費(fèi)時低效的。因此,英語教師應(yīng)該在口語教學(xué)中,注意學(xué)生的情感變化,并適時調(diào)整教學(xué)理念,教學(xué)策略,充分利用積極的情感因素對口語學(xué)習(xí)的促進(jìn)作用,使學(xué)生主動積極地融入到口語課堂學(xué)習(xí)中去。本篇論文首先介紹了情感因素和語言學(xué)習(xí)的關(guān)系,通過分析小學(xué)生英語口語學(xué)習(xí)有關(guān)情感因素的問卷,揭示了小學(xué)口語教學(xué)中存在的問題;接著,在分析和討論關(guān)于英語口語情感教學(xué)實(shí)證研究結(jié)果的基礎(chǔ)上,文章解釋了積極的情感因素對小學(xué)英語口語教學(xué)的重要影響。最后,本論文研究了在口語教學(xué)中如何利用情感因素激發(fā)學(xué)生學(xué)習(xí)主動性,提出了諸如在口語課堂上創(chuàng)造輕松、友好、合作、平等的學(xué)習(xí)環(huán)境和氛圍;消除學(xué)生焦慮;激勵學(xué)生學(xué)習(xí)口語;幫助學(xué)生控制消極情感因素和發(fā)揮積極情感因素的作用等對策。
[Abstract]:Oral English communication is not only a cognitive psychological activity, but also a creative and social interactive activity. It is a complex process influenced by many factors, such as cognitive ability, learning style, learning environment, emotional factors and so on. In addition, of the four basic abilities of listening, speaking, reading and writing, speaking is most influenced by emotional factors. Positive affective factors can promote oral English learning and improve the efficiency of oral English learning while negative affective factors hinder oral English learning and ultimately affect learners' learning potential. At present, the primary students' oral communication ability is on the low side, one of the important reasons is that the teachers do not pay enough attention to the influence of emotional factors on oral English learning in language teaching, which leads to the students' psychological obstacle to the language. Therefore, when they are not confident enough to communicate with others, even if they speak English, most of their classmates are in a passive state, which is time-consuming and inefficient. Therefore, English teachers should pay attention to students' emotional changes in oral English teaching, adjust their teaching ideas and teaching strategies, and make full use of positive affective factors to promote oral English learning. Enable students to actively integrate into oral classroom learning. This thesis first introduces the relationship between affective factors and language learning, and reveals the problems in oral English teaching by analyzing the questionnaire on affective factors in primary school students' oral English learning. Then, on the basis of analyzing and discussing the results of empirical research on spoken English affective teaching, the paper explains the important influence of positive affective factors on oral English teaching in primary schools. Finally, this paper studies how to use affective factors to stimulate students' learning initiative in oral English teaching, such as creating a relaxed, friendly, cooperative and equal learning environment and atmosphere in oral class, eliminating students' anxiety; Encourage students to learn oral English, help students control negative emotional factors and play the role of positive emotional factors and other countermeasures.
【學(xué)位授予單位】：云南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G623.31

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本文編號：2298721