TheEffectofSuggestopediainReducingtheFLAofJuniorCo

The Effect of Suggestopedia in Reducing the FLA of Junior College Students
发布时间：2022-04-06T07:41:53.064Z 来源：《教学与研究》2021年10月第30期作者：温小雪[导读] Since the 21st century, people have started to pay attention to affective factors'?influence on language learning in the education.?
温小雪
四川科技职业学院（天府校区） 620511
Abstract: Since the 21st century, people have started to pay attention to affective factors'?influence on language learning in the education.?Anxiety as one of the affective factors is also paid attention.?The teacher combined with practical teaching experience and the actual situation of students,suggestopedia is theoretical basis, some measures can be took to overcome and reduce junior college students' foreign learning anxiety. In the teaching activities, students should be the center, the teacher should continuously observe students' learning state, know the situation about using various teaching methods, try their best to help students to reduce anxiety in English learning. Key words: foreign language anxiety; suggestopedia; junior college students; English learning Introduction
In the process of second language acquisition, anxiety is regarded as one of the most crucial feature that impede language learning among all affective factors. And it’s not difficult to find that anxiety has a direct relationship with affective disorder and is deemed to the most significant factors that impede foreign language learning because it is in contact with such feelings just like disturbance, awe, cowardice and self-denial. Arnold(1996:66) made a summary about the performance of students who learn foreign language with anxiety, in general, here are four types: First is avoid. For example, they forget answers feignedly, be late for school or leave school early. Second is baby movements. For instance, they play with clothes or figures in the class. Third is physical complains. Just like they will complain headache feignedly. Fourth is other performances. Such as over-study, perfectionism and social avoidance.
There is no doubt that anxiety has a great influence on English learning for students in junior college, so many researches about FLA must be to do to solve the problem between the foreign language anxiety and English learning. In China, a number of professional educators and English teachers also had got some researches about anxiety in foreign language learning through various ways. By some researches about anxiety, I hope to get some information to create a whole image that it can solve the FLA of junior college students in the process of learning English.
I. The foreign language anxiety
1.The definition
Language anxiety, or Foreign Language Anxiety, is linked directly to the situation in which the learners are expected to learn and employ the target language which is usually the second language or foreign language. This is a definition that describes people often feel language anxiety in common situation, not points out a particular situation.
2.The effect of anxiety
Many studies have been worked out for a long time in China and abroad that figure out the problem between performance in foreign language learning and foreign language anxiety. By these researches, maybe we can get a result that anxiety has a negative influence on foreign language learners’ grade. In short, this is a factor that badly affect junior college students’ English learning. First, beyond 80% students have an anxiety in English learning. Second, there is the negative correlation between the degree of anxiety and students’ English scores. Third, generally introverted students might have higher foreign language an anxiety than extroverted students.
Ⅱ.The application of suggestopedia in junior college
1 Suggestopedia
1.1 The definition and features
George Lozanov(1978) once made a definition of suggestopedia that it is a “Science…concerned with the systematic study of the non-rational and non-conscious influences" that human beings are constantly responding to. The method’s goal is to decrease the anxiety related to learning a new language so that the students can naturally and calmly produce the language.
1.2 The application of suggestopedia
In the process of teaching, teachers' action and speak have a great influence on the students. The teachers should give students positive hints and guidance, strengthen students' confidence in learning English. Studies show that students’ anxiety will increase when they feel their English level is lower than the other students, moreover anxiety of the students also tend to underestimate their language skills. This shows that it is easy for these students who lack of confidence to produce anxiety, help students learn how to optimistically and objectively evaluate their ability of foreign language learning, and through facial expression, body language and oral language to give students a positive implication. At ordinary times, when making the quiz, teachers let students have the feeling of paying games not testing. For example, say "guessing game" instead of “test”. Teachers' positive hints can effectively help students to change the wrong concept of English learning, to establish self-confidence and to overcome foreign language learning anxiety.
Conclusion
From what the passage mentioned above, anxiety as one of the effect factors should be paid attention.?Foreign?learning anxiety is an crucial influence factor for junior college students in the process of English learning. It will affect the work of the learning potential. The teachers combined practical teaching experience with the actual situation of students, suggestopedia is theoretical basis, some necessary measures can be took to overcome and reduce junior middle school students' foreign learning anxiety.
References:
1. Horwitz, E. K.and J. Cope. 1986. Foreign Language Classroom Anxiety. Modern Language Journal (70).
2. Loaznov. G. Suggestology and Outlines of Suggestopedy. 1978. New York. Gordon and Breach.
10. Stevick, E.W. 1976. Memory, Meaning and Method: Some Psychology Perspectives on Language Learning. Rowley,Mass.:Newbury House.
3. 秦晓晴，文秋芳.2002. 非英语专业大学生学习动机的内在结构．外语教学与研究.。