文摘
英文文摘
原创性声明及关于学位论文使用授权的声明
Chapter One Introduction
1.1 Research Background
1.2 The Role of Affect in EFL Teaching
1.3 Humanistic Perspectives
1.4 SLA Perspectives
1.5 The Significance and Purposes of the Study
1.6 The Outline of the Thesis
Chapter Two Previous Studies on Language Anxiety
2.1 Introduction
2.2 Definition and Types of Language Anxiety
2.3 Development of Studies on Language Anxiety
2.4 Signs of Language Anxiety
2.5 Sourcesof Language Anxiety
2.6 Effect of Anxiety on Foreign Language Learning
2.6.1 Facilitating and Debilitating Anxiety
2.6.2 Affective Filter Hypothesis
2.7 Measures to Reduce Anxiety
2.8 Other Affective Factors Related to Language Anxiety
2.8.1 Self-confidence
2.8.2 Self-esteem
2.8.3 Risk-taking
2.8.4 Inhibition
2.8.5 Personality
2.9 Summary
Chapter Three Research Methodology
3.1 Objectives of the Survey
3.2 Instruments
3.3 Subjects
3.4 Procedures of the analysis
Chapter Four Results and Analysis
4.1 Major problems in existence among students
4.1.1 Lacking in self-confidence
4.1.2 Apprehension from Speaking and Listening
4.1.3 Great Pressure from Teaching Materials
4.1.4 Great Effect from Language Teachers
4.2 Summary
Chapter Five Implications for EFL Teaching
5.1 Renewing Teaching Ideas
5.2 Putting Emphasis on Affect in EFL Teaching
5.2.1 Making Students Aware of Their Anxiety
5.2.2 Raising Students' self-esteem and Self-confidence
5.2.3 Encouraging Students to avoid "Language Ego"
5.2.4 Applying Affective Strategy Training
5.3 Improving EFL Teachers' Personality
5.4 Creating a Low-anxiety Classroom Environment
5.4.1 Employing Cooperative Language Learning
5.4.2 Improving the Teacher's Way of Error Correction
5.4.3 Perfecting the Criteria of Classroom Evaluation
5.4.4 Improving the Relationship between Teachers and Students
5.4.5 Using Mother Tongue Effectively
5.5 Emphasizing the Input of the Target Language Culture
5.6 Promoting Students' Ability in Speaking and Listening
5.7 Summary
Chapter Six Conclusion
Bibliography
Appendix
Acknowledgements
Papers Published