Intermediate And Senior Chinese Oral Teaching In The View Of Study Anxiety And Self Monitoring Strategies

The paper of "the emotional variables" had been published by Brown in 1973, and he soon began a second language learning anxiety. Many scholars believe that anxiety is one of the most important emotional factors which can predict learner learning result. A large amount of research investigation had been done, and had made great achievements..Based on central China normal university college of international exchange, senior class two 16 students as reference object, classroom anxiety has been investigated by using "spoken Chinese class anxiety questionnaire" and interviews with classroom observation.The study found that learning-anxiety exist in the discourse of learning spoken Chinese more or less; "Speech anxiety" is the most serious Anxiety.Meanwhile, the author in teaching practice found some connection between learners' learning anxiety and monitor strategy. Self-monitoring is a common phenomenon during language output process.It had been used as a study strategy by Rubin(1975 US) and Naiman(1975 Canada).The theory has a nearly 40 years development. A survey of Slef-monitoring strategies has been done in this paper using classroom observation and interview. Results show that self-monitoring strategy is common in the foreign students's oral class with more same correction and less error correction.In the survey of relationship between of anxiety and self-monitoring, author use the software SPSS 11.5 as a data analysis tool. We find that there exist significant association between anxiety and self-monitoring. More anxiety, more self-monitoring behavior, vice vera. Among them the same correction and proper insert fixed behavior and anxiety value correlation, and both largest were positively correlated. Appropriate replacement, speech correction, vocabulary correction and syntactic fixed behaviors are no obvious correlation with anxiety value. And in classroom instruction, the four monitoring strategies after the speech to students play a positive role in the internalization of knowledge, and presents significant correlation with anxiety value the same correction and proper insert most won't internalize for words knowledge contrary to a positive effect, consolidate the serious influence of oral expression of fluency.Based on the above results, the author concluded two basic views.First, reduce student anxiety in Chinese Speaking classs benefit the foreign students.Second, the sense of self-monitoring can help student to master the language skills easily. The relevant teaching experience and teaching genre help author find that Scaffolding Instruction is suitale for teaching Intermediate and Advanced Spoken Chinese. Scaffolding Instruction can increase the aperture ratio of students that will affect the decrease of error rate in Oral course. Finally the author put forward that teacher should not only do research on the advantage of study mode,but also study the characteristics of this course and psychological characteristics of students. Only in this way, the best learning mode can be suitable for both students and teachers.