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1、三号Times New Roman字体，加粗，居中The Analysis of the Students Psychological Barriers and Countermeasures in Oral English Training在三号字Times New Roman体状态下，空三行。作者姓名、导师姓名（汉语拼音）：三号Times New Roman字体，加粗，居中Author: Hu Fang在三号字Times New Roman体状态下，空三行。Supervisor:A ThesisSubmitted as a Partial Fulfillment ofthe Require
2、ment for the Degree of B.A. in English三号Times New Roman字体，加粗，居中Foreign Languages DepartmentFuyang Teachers College, Anhui Province学院、学校、完成时间均为三号Times New Roman, 加粗，居中。April, 2000本页不标页码下划线，小三号宋体加粗，居中学 位 论 文英语口语训练中学生心理障碍解析及对策在三号字，宋体状态下，空三行三号宋体加粗，居中某 某在三号字，宋体状态下，空三行（学号.）指导教师姓名 职 称 讲 师单 位 阜 阳 师 范 学 院 外
3、语 系专业名称 英语教育 申请学位级别 学士学位授予单位 阜 阳 师 范 学 院三号宋体加粗，居中左右对齐2013年5月小三号，Times New Roman加粗，居中中间空一行题目居中，Times New Roman三号，加粗The Analysis of the Students Psychological Barriers and Countermeasures in Oral English Training小4号Times New Roman 体中间空一行AbstractThe modern society is characterized by globalization and
4、information; it requires high demand of peoples language communication skills. One of Chinese famous linguists Zhang Zhigong has said that the modernization requires students of accurate, agile, and effective spoken English communication competence. Therefore, the training of students oral English c
5、ommunicative skill is 21st centurys need to develop and also the requirement, and it is also one of the most important target of English teaching in middle school education.英语内容摘要200词左右，两端对齐，1.5倍行距中间空一行At present, in the procedure of oral English training, many high school students find them face ce
6、rtain kinds of psychological barriers when they use oral English in communication, which becomes the most severe existing problem in oral English teaching. So most English teachers find it difficult to overcome students difficulty as a result of their psychological barriers. Thus the author writes t
7、his paper, basing on related psychological knowledge, studies the types and causes of psychological barriers in oral English communication and puts forward some methods and strategies in overcoming them and improving students communicative competence, wishing that this paper could be helpful for ora
8、l English teaching. Moreover, may this paper remind the professional and amateur who are working on this subject, thus let more people join in this domain research. By doing this, oral English teaching will enter a new era.Key words: oral English; psychological Barrier; countmeasures小四号，中间以分号隔开加粗，小四
9、号居中，四号，粗体中间空一行标题居中，宋体，三号，粗体英语口语训练中学生心理障碍解析及对策宋体小四号，首行缩进两个汉字，两端对齐，1.5倍行距。中间空一行内 容 摘 要以全球化、信息化为特征的现代社会，对人们的语言交际能力提出了很高的要求。中国著名语言学家张志公教授说“现代化要求学生具有准确、敏捷、有效的口语交际能力。”因此，培养学生口语交际能力是二十一世纪社会发展的需要和要求，也是中学口语教学的重要目标。目前，在我国的英语口语教学中，很多学生都觉得他们在用口语进行英语交流中都存在着一定的心理障碍，如害羞心理、自卑心理和焦虑心理等。许多中学英语教师面对这种情况也一筹莫展。因此，作者写了这篇论文
10、，运用心理学和语言学的有关知识，探讨了中学生心理障碍的类型及成因，提出了克服心理障碍、提高学习者口语交际水平的解决方法和策略，以期待对口语教学有所帮助。此外，也可以提醒所在行业的专业和业余人士，从而让更多的人投入到这个课题的研究上来，进而把我国的口语教学推进一个新纪元。关键词：口语；心理障碍；对策左对齐，小四号宋体，粗体顶格，左对齐，1.5倍行距小四号字，加粗，下划线题目居中，Times New Roman三号，加粗The Analysis of the Students Psychological Barriers and Countermeasures in Oral English Tr
11、ainingThesis Statement小四号字，加粗，下划线The significance of oral English is obvious and the psychological barriers are important factors that prevent students from learning English well. So researches should be done to analyze the causes and provide some countermeasures to solve these problems.一级标题加粗Outlin
12、eI. IntroductionII. Psychological barrier and its types 提纲各级标题均为小四号字A. The definition of Psychological barrierB. Types of Psychological barrier 1. Self-contempt Type从二级标题开始依次缩进，每一级标题序号与上一级标题的第一个单词的首字母对齐。2. The Vanity Type3. The Learning-disgusting Type4. The Handicapped Type5. The Difficulty-afraid
13、Type6. The Compatible Type III. The Present Situation of Oral English Training in Chinese Middle School IV. Analysis of the Causes that Lead to Psychological barrierA. Subjective Causes1. Intellectual Factors a. Language Factorb. Students Attitudes towards English Studyc. Students Psychological Fact
14、ord. Students reading, listening and writing level2. None-intellectual Factors B. Objective Causes1. Teacher and Teaching Methods2. Cultural Differences3. Environmental factors V. The Countermeasures to Psychological BarriersA. Make Sound Foundation for Learning and Enlarge the Culture BackgroundB.
15、Optimize the Classroom Environment C. Adopt Interactive Teaching ModeD. Use Proper Correction StrategyE. Use Different Strategies to Overcome Psychological BarriersF. Use Ways and Techniques of SpeakingVI. Conclusion本页不标页码The Analysis of the Students Psychological Barriers and Countermeasures in Ora
16、l English Training每段开始句缩进5个字符I. IntroductionNowadays oral English has become a very important communication skill. The problem of how to develop learners communicative competence causes widespread concern among English teachers and educators. And great improvements have been made in this subject. Ho
17、wever, there are still problems that hinder learners progress in the training of oral expression. Of all these problems, psychological barrier is one of the most common but the most difficult problem to solve. It is really a systematic process to change this situation, but if learners make some deep
18、 research on this problem and find out its types and causes of formation and take some corresponding measures to deal with them, the problem will surely be solved.二、三级标题不用加粗II. Psychological Barriers and Its Types A. The Definition of Psychological Barrier英文引用格式：（Robertson 136）中间空一个字符Psychologically
19、 speaking, the main presentation of psychological barriers are pessimism, worries, anxiety, nervousness, loneliness and depression, which are formed when people encounter difficulties or frustrations in their study or life(叶亦乾 3). To oral English learners, psychological barriers are abnormal phenome
20、na that are formed in the conditions of nervousness, anxiety, shyness, inferiority and lack of self-confidence when doing oral English communications (杜诗春 102).B. Types of Psychological BarrierDifferent learners got different kinds of psychological barriers, and different kinds of psychological barr
21、iers have their own different features.1. Self-contempt TypeAs there are few opportunities for students to practice their oral English, some learners are generally poor in oral expression, and they are afraid of making mistakes. Thus, they feel over-nervous and over-anxious during classes. In their
22、spare time, they also feel shamed to talk with others. This type is called trait anxiety. It is mainly determined by the students personality. There is another type called environmental anxiety. This happens because the students are afraid of teachers blame and sneers from their classmates. There ar
23、e also students who are seriously lack of self-confidence. They just look down upon themselves, and are silent or stuttering all the way when doing oral practice in class, especially in public places. As a result, they endure too much pressure, which gradually causes serious psychological barriers.2
24、. The Vanity TypeUnder the influence of the traditional Confucianism, students in China pay too much attention to their self-image, and too sensitive to their reputation. They just think that they would loss face if they cannot speak fluently and accurately. Thus, they are lack of self-confidence an
25、d act very unnatural. Some students just try not to speak English or even do not say anything.3. The Learning-disgusting TypeSome students just do not want to learn oral English because they think that they will not go abroad. It is no use learning oral English. Some even regard it as a heavy burden
26、, and even feel it is a waste of time in oral English study. Some of them are become disgusted or even repel others learning oral English.4. The Handicapped TypeOf this type, students are usually blocked in the oral practice when they do not know which words should be chosen or when they encounter n
27、ew words. Under this circumstance, they cannot find the right way to express themselves. In addition, being not proficient in oral techniques is also of this kind. Some students of this type can not recollect the right words or phrases sometimes, and some of them can never recollect them unless they
28、 go and look up them in dictionaries. But most of them would shut their mouths and never speak any more. This gets worse and worse till one day they feel very hard to communicate with others in oral English.5. The Difficulty- afraid TypeSome students just think that they can hardly improve their ora
29、l skills, so they give it up and never practice oral English both in class and during their spare time. For some students, they feel too oppressive to their study on various kinds of subjects and they always wonder if they can handle the subject or not, so they feel shy when they encounter with diff
30、iculties. So when they find one topic is a little difficult and cant continue theyll give it up immediately.6. The Compatible TypeStudents of this type generally get two or more psychological barriers in one. They usually feel a huge press psychologically. They feel upset and self-pity and are reall
31、y complex in their minds. They think too much about their demerits and thus are distracted from learning. As days going on, they gradually lose confidence in learning English any more.输入引号时注意切换到英文输入法。请仔细校对。III. The Present Situation of Oral English Training in Chinese Middle School引文需与参考文献一一对应。中文文献作
32、者名字用汉语，加页码。作者与页码间不需加标点，空一个字符Nowadays, the students in Chinese middle school are facing different types of psychological barriers. The most severe condition is the “dump English” phenomena. The middle school English teachers often complain about that some students examination marks are high but seldo
33、m speak English in class. The researchers also found that many students do well in exams and good at analysis the sentences structure, however, when ask them to speak in English they even cant speak a simple sentence fluently. As in English communication, some students can make good sentences in the
34、ir heart but just cant speak it clearly out of their mouth. Furthermore, when some students come to a formal speech, they speak hem and haw, even trembling in their voices. A small group of students even give up oral English learning. The“ dump English phenomena shows that a good number of students
35、in our country are suffering psychological barriers, that is to say, there are some problems existing in the oral English training. In response, some researches have been done to find out the causes of psychological barriers(康志峰, 陆效用68). IV. Analysis of the Causes of Psychological Barrier如有超过四行的引文，左
36、右各空10个字符的间距，上下与正文各空一行，一倍行距，五号字体。In the training of students oral English there are various factors that would cause the psychological barriers on them.A. Subjective Causes1. Intellectual factorsIntellectual factors include: language factor, students attitudes towards language study, students psychol
37、ogical factors and students reading, listening and writing level.a. Language FactorLanguage factor includes language knowledge and language techniques. Oral communication depends on the language factor of the learner. Nonstandard phonetic sound, nonstandard tune, inappropriate sounds of speech, lack
38、 of vocabulary, inappropriate sentence structure and techniques make learners really hard to carry out any normal oral communication. And when learners language ability cant match the communicational tasks, they often suffer from great psychological burden.b. Students Attitudes Towards English Study
39、 One clear finding from psychological research is that the emotional factor plays an important role in students study, up to 80%(张庆宗112). Students are the principal part of learning, and students themselves also affect the training of their language capability. There is a saying goes “attitude decid
40、es everything”. It is true that good and positive learning attitude makes students more and more interested in study, and it also stimulates students to learn more knowledge to redound upon their hard working and their teachers enlightment. On the contrary, students who have bad and negative attitud
41、e toward study would feel more and more dislike to study, and they would recognize study as a dull and uninteresting thing. And once they encounter difficulties or frustration, they lose their learning passion and confidence.c. Students Psychological FactorIn the teaching practice, the English teach
42、ers always find that when a student is poor in controlling his motion, he can never attain ideal communication purpose even though he is in good command of language basis such as phonetics, tune, and vocabulary (何广铿 203). That is to say, psychological barriers have great connection with the quality
43、of oral English communication. The diathesis of psychology affects directly the quality of oral communication. And some students just think too much before they start a talk. For example, they may think “Am I good enough to finish this conversation?” or “What should I say during this conversation?”
44、As they think more and more about this kind of questions, they can harder and harder go on with a good conversation.d. Students Reading, Listening and Writing Level As is known to all, people not only use their phonetic organ but also make use of their knowledge that they accumulated in previous tim
45、e when they speak (常保儒 220). So students abilities of reading, listening and writhing level will directly affect their fluency in oral English communication. For example, if a student has good command of reading, listening and writing, heshe will actually be more fluent than those who are not.2. Non
46、e-intellectual factorsNon-intellective factor refers to all the psychological factors except intelligence and ability, but none-intellective factors still have interactions with intelligence activities. It mainly consists of sensibility, will, interests, motivation, personality, habits and so on. No
47、n-intellective factors work straightly on the effect of oral study, and it is relative to the result of the communication. This is testified by the researchers from both inland and abroad: the learners personalities, interests and motivations affect their foreign language study (Ellis 65), self-este
48、em is relative to oral speaking of foreign language (何广铿 73). and anxiety can surely affect the result of foreign language learning . All in all, strong motivation and will, good habits and personalities will improve learners oral skills and ability very much. On the contrary, people of introverted and shy personality, and those who are lack of motivation and interests in learning will make themselves anxious and self-contempt. A