Research On Teachers' Questionings And Learners' Language Anxiety Control Of Junior One In Western Rural Middle School

In recent years,with the continuous development of educational systems,Chinese education has been daily flourishing.But the current situations in rural areas are not optimistic.Especially in some west regions,English education still exist many problems,which seriously restricts the balanced development of education both in urban and rural areas.Since the end of twentieth century,the affective factors in education have attracted more and more attention under the influence of humanistic psychology.Humanistic psychology admits that both cognition and emotion are critical to promote the whole development of people.Furthermore,affective attitudes are clearly considered as one of five-dimensional course objectives in China's 2011 trial of the new English curriculum standards.There are many affective factors in language learning,namely,motivation,self-esteem,learners' characteristics and anxiety.Among these factors,language anxiety is nearly the largest and complex barrier in the process of language learning.On the study of language anxiety,researchers mostly explore the possible reasons of anxiety arising and strategies to control it.The present study mainly sees from the perspective of teachers' behavior,to explore how teachers' questionings affect learners' anxiety in English class of Junior one in rural middle school.It puts emphasis on the relations between learners' anxiety arising and classroom questionings in terms of distributions,wait time,question types and feedback.This study is mainly the combination of quantitative and qualitative research.The test group comes from two classes of junior one of a rural middle school in Guangan city Linshui county Yuanshi town.The major research questions are tacked through questionnaires,one interview for 6 interviewees and classroom observations.After the study,it finds that: 1)In English class,there is a strong sense of anxiety among learners in rural middle school.When faced with teachers' questionings,learners have obvious anxiety.2)The lack of wait time is the main reason to provoke anxiety.However,nearly 88.6% of questions are given less than 3 seconds.3)Because of the lack of the teaching time,the teacher often lets learners answer in chorus instead of voluntarily.In addition,display questions are most likely to be asked,while little reference questions are asked in class.4)Learners want positive feedback.Both direct negation and interruption will make them anxious.However,the teacher seldom gives feedback or just repeat learners' answers in practical teaching.Through the analysis and discussion of the research data,combining with the actual teaching situations,the author puts forward the following suggestions to control learners' language anxiety when confronted with teachers' questionings: 1)Improving appropriate awareness of language anxiety.2)Prolonging wait time properly.3)Controlling the difficulty level of questions and changing the way to distribute questions timely.4)Being a good listener and giving reasonable feedback.