On Students’ Psychological Barriers in Oral English Training

Liu+Yesheng

【Abstract】Aiming at features of weak learners in spoken English ability， this paper analyses the reason for psychological barriers in oral English training and points out teachers should use the principle of generalization， stimulate emotional factors in teaching， adopt progressive principle， build up students ‘confidence to establish healthy psychology， fully arouse enthusiasm of students active participation， and carry out effective classroom training activities.

【Key words】psychological barriers； oral English training； active participation

1. Analysis on the Reason of Psychological Barriers in Oral English Training

1.1 Personality factors. Compared with cheerful and outgoing personality of westerners， Chinese students seem to be more introverted， less outgoing， which results in the fact that they are unwilling to speak in oral English training activities.

1.2 Traditional teaching mode. For a long time， teacher-centered teaching mode has badly influenced students active participation. Students are more to be blamed than to be encouraged. There are always much distance between teachers and students. Students are reluctant to speak.

1.3 Lack of self-confidence. Now most students grew up in the relatively superior environments. Schools and families often ignore psychological guidance and training， especially the cultivation of the ability to resist setback， so the bearing capability in psychology is poor. In oral English training， for fear of losing face and being laughed at， they dont want to taste failure.

2. Significance of Principles of Classical Conditioning Process to Overcome Students Psychological Barriers

Famous Russian physiologist Ivan Pavlov suggested， there are three classical conditioning processes， namely generalization， discrimination and extinction. The principles of Classical Conditioning Process are of great guiding significance to oral English teaching. Because in the process of classical conditioning， individuals can obtain response to various scenarios of mood or attitude， emotion and attitude can also be learned， and mood， in turn， will affect the facts and concepts of learning.

Teachers should adopt various methods to solve long-standing psychological barriers（fear， boredom， anxiety， etc.） of students by generalization .On the one hand， to arouse the enthusiasm of students to participate in classroom dialogues， exchange happiness， and generalize them， can form good habit of actively participating in oral English activities. For many students speaking in class， on the other hand， there are all afraid of psychological characteristics. Teachers have to give praise and encouragement， and fade their fear. So， the teacher in class should create a relaxed， harmonious， free and pleasant language environment， making students overcome tension and shyness， strengthen confidence in oral English training practice.

Besides， the theory of classical conditioning process also indicates that to overcome psychological fear is a gradual process； therefore， teachers should be patient enough. When students overcome fear for the first time to participate in the activities， but the next still fear. It shall be as common， teachers should continue to encourage， until the fear finally disappear.

3. Ways to Overcome Psychological Barriers in Oral English Training

3.1 To enhance confidence. Its uncertain for students to have enough ability to participate in oral English activities， so giving confidence is necessary. On the one hand， to tell students 1800 words is enough for daily communication. Actually what they have grasped is far more than that.There is no question for them to have descriptive and simple communication. Besides， adequate preparation is a good way to increase their confidence.

3.2 To give positive and rational evaluation. In the class， teachers first praise for the student who participate in activities， directly affects the participation of all students. When a teacher is critical， students will be afraid to try anything in class， so this negative generalization would affect other classroom activities. When teachers become mild， speech is to encourage， students can get successful experience， with a sense of accomplishment. That is to say， by generalization can they constantly enhance the confidence and initiative of students oral English.

3.3 To encourage oral expression without restrictions. In oral English teaching， teachers are expected to use the principle of step by step， without giving students too many requirements. Focus should be on students ability of using language without limiting students thinking. Avoiding the pressure and tension caused by frequent error correction is necessary for overcoming psychological barriers.

4. Conclusion

In a word， teachers must face up to classroom activities when generalization phenomenon appears. By encouragement mechanism in the classroom activities， teachers generalize pleasure in their participation， make efforts to resolve their fear formed for long and help to establish a normal mentality to participate in the activities.

References：

[1]Principles and Practice in Second Language Acquisition.Krashen，Stephen D.1982.

[2]文毅，鐘華莎.運(yùn)用情感功能減輕學(xué)生英語(yǔ)學(xué)習(xí)焦慮感[J].重慶電力高等?？茖W(xué)校學(xué)報(bào).2008（01）.