冀怡涵

摘 要：This paper analyses causes of students haveing psychological barriers in oral English training and then puts forward countermeasures. It has relation with the students' personality， teaching mode and psychology bearing capacity. The paper provides that teachers can use the principle of generalization and extinction in the process of the classical conditioning. These countermeasures can build students' confidence to establish students' healthy state and mobilize students' active participation enthusiasm to carry out effective training activities in class.

關(guān)鍵詞：oral English training， psychological obstacles， countermeasures， classical conditioning

中圖分類號：G632 文獻(xiàn)標(biāo)識碼：B 文章編號：1002-7661（2017）03-142-01

1.Introduction

Modern English education emphasizes the cultivation of English application ability. However， in China， it has been a long time since the students accepted English education， but the ability of actual utilization is so weak， especially in the communicative activities. Some students who have high scores in English text can't communicate with foreigners successfully. This has a direct relation with the lack of necessary training in process of English learning. It is widespread that students are afraid or even reluctant to speaking English. Why students have psychological barriers？ The paper will discuss it as follows.

2.Analyse the causes

2.1 Traditional personality

Most Chinese students form introverted personality from childhood because China traditional culture promotes humility. Compared with western students， Chinese students appear more introverted， while western students show more outgoing and assertive. So they may be able to speak but they are unwilling to speak in oral English activities.

2.2 The limitation of the basic knowledge of vocabulary and grammar

Some students cannot speak freely subjecting to the limitations of the basic knowledge of vocabulary and grammar. Although many students can do English homeworks on vocabulary and grammar and write complete sentences， there are errors of vocabulary more or less. It is because of these errors that makes the student produce certain psychological obstacles.

2.3 Inappreciative teaching mode

Inappreciative teaching mode leads to students' unwillingness of speaking English. Over the years， students are taught mostly to blame more than encourage less. There is always a sense of distance between students to teachers. The teacher emphasize accuracy too much and ignore the fluency， so sometimes they even directly hurt students' enthusiasm of speaking English. In the language activities， teachers are often highly vigilant to hear every word used by students.endprint

3. Overcome the students' psychological barriers

3.1 Enhance students' confidence of their knowledge

The teacher can enhance students' confidence of their knowledge. It is necessary to boost students' morale for they always doubt that whether they have enough ability to participate oral activities. On one hand， the teacher can tell them there is no problem for them to describe or elaborate briefly； on the other hand， teachers also can tell students enough preparation is a good method to increase confidence to make them realize it is not difficult to speak English well.

3.2 Give full play to students' subject status

Giving full play to students' subject is not only the basic meaning of the quality education， but also the fundamental and essential element of the construction of good oral English classroom environment. To give full play to the student's subject status， the teacher should know all students well and pay attention to the students' development in an all-round way and individual differences. The teacher can consider the students' cognitive level and physical and mental characteristics when they design the oral training scheme.

3.3 Positive and reasonable evaluation of the teacher

Teachers' positive and reasonable evaluation has a positive role to the students' participation. A German educator once said， the art of education is not to pass on knowledge， but to encourage the student. When the teacher start their courses， it is that whether to praise or criticize the student who first participate in the activity has a direct impact on all the students' enthusiasm to the following activities.

4. Conclusion

In short， first of all， the teacher must face up to the generalization of psychology disorders in classroom activities caused by various factors. They may be traditional personality， the limitation of the basic knowledge and teaching mode and so on. Instructive significance of classical conditioning provides the guide to solve the psychology barriers from two aspects. On one hand， strengthen the students' self-confidence and stimulate the students' interest and passion of the exchange to facilitate the students form a positive habits to participate in oral English activities. On the other hand， the students have fear psychological characteristics speaking in class， so teachers should be close to students in the emotion and give positive suitable evaluation， creaing a harmonious， free， and pleasant language environment.

References

[1] Chomsky，C. 1969. Linguistics and Philosophy. New York University Press.

[2] Parrot，M. 1993. Tasks for Language Teachers. Cambridge University Press..

[3] Beidler，P.G.1997. What makes a good teacher？ In J.K.Roth Inspiring Teaching， Anker，Bolton MA.

[4] 張正東，《外語教育學(xué)》，科學(xué)出版社。endprint