AtomsforPeace

来源:演讲稿 时间:2016-05-05 11:03:45 阅读:

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第一篇:《英语演讲稿:a real story of mine》

英语演讲稿:a real story of mine

ladies and gentlemen,

good morning,today i am so happy to stand here to give you a speech.or rather, a real story of mine.

though with time going by,i can still remember what you once told me.you should be a brave girl.smiling,you looked into my eyes.year in,year out,nearly most of my memories are fading little by

little.but only this simple sentence remained,without being forgotten in my life.

again and again,i can not stop myself from thinking about it.so ordinary,but so impressive,so moving,just like the brightest sunshine,it helps me go through the darkest night.i am such a

sensitive girl in your heart.you said,my sorroful facial expression made feel so distersssed.however,there is one thing i never tell you,that is ,i am becoming a big girl gradually with your words and smiles.i never tell you about it,for i believe oneday,you can see the great changes of mine for yourself.that is what i want to do in return.as i know,that will be the best gift for you.

i suddenly think of a song named my heart will go on.there is a beautiful sentence going like this.you are safe in my heart.more than once,i was moved to tears by it.i know ,i am also safe in your

heart.i have already forgotten when i told you i was going to leave for australia this summer holiday.you just smiled as usual,gently

speaking.whatever you decide to do,i will be in favor of it,but, just onething,remember,when you fell lonely abroad,do not forget we are here ,praying for you.we are all around you,far across the distance and space between us.i closed my eyes,the flashback started.the memories we had together,once we played games on the palyground,we

played jokes on each other,you always wrote a lot of sentences on my articles to encourage me.and the most unforgetable thing,you told me,you believed m i could be a big girl.sooner or later.

at that specific moment,i suddenly understood the meaning of this sentence totally.so on that day,i smiled as you used to,looking at you.the last words i said were,keep walking in sunshine.

yes,keep walking in sunshine.i said to you ,also to myself.i know i am not alone wiht your company,and we can keep walking in sunshine till the last minute of our days.

第二篇:《英语演讲稿:a real story of mine》

英语演讲稿:a real story of mine

ladies and gentlemen,

good morning,today i am so happy to stand here to give you a speech.or rather, a real story of mine.

though with time going by,i can still remember what you once told me.you should be a brave girl.smiling,you looked into my eyes.year in,year out,nearly most of my memories are fading little by

little.but only this simple sentence remained,without being forgotten in my life.

again and again,i can not stop myself from thinking about it.so ordinary,but so impressive,so moving,just like the brightest sunshine,it helps me go through the darkest night.i am such a

sensitive girl in your heart.you said,my sorroful facial expression made feel so distersssed.however,there is one thing i never tell you,that is ,i am becoming a big girl gradually with your words and smiles.i never tell you about it,for i believe oneday,you can see the great changes of mine for yourself.that is what i want to do in return.as i know,that will be the best gift for you.

i suddenly think of a song named my heart will go on.there is a beautiful sentence going like this.you are safe in my heart.more than once,i was moved to tears by it.i know ,i am also safe in your

heart.i have already forgotten when i told you i was going to leave for australia this summer holiday.you just smiled as usual,gently

speaking.whatever you decide to do,i will be in favor of it,but, just onething,remember,when you fell lonely abroad,do not forget we are here ,praying for you.we are all around you,far across the distance and space between us.i closed my eyes,the flashback started.the memories we had together,once we played games on the palyground,we

played jokes on each other,you always wrote a lot of sentences on my articles to encourage me.and the most unforgetable thing,you told me,you believed m i could be a big girl.sooner or later.

at that specific moment,i suddenly understood the meaning of this sentence totally.so on that day,i smiled as you used to,looking at you.the last words i said were,keep walking in sunshine.

yes,keep walking in sunshine.i said to you ,also to myself.i know i am not alone wiht your company,and we can keep walking in sunshine till the last minute of our days.

第三篇:《大学英语试题4》

姓名:___________________________ 班级:____________________________ 学号:___________________________ 日期:____________________________

unit 4 vocabulary & reading

试卷编号: unit4readingquiz 考试时间: 120 分钟

满分: 100 分

Part 1 Reading Comprehension (Banked Cloze)

(Each item: 1)

Directions:Fill in the blanks in the following passage(s) by selecting suitable

words/expressions from the Word Bank. You may not use any of the words/expressions more than once.

Questions 1 to 10 are based on the following passage.

Last evening, I wanted to watch my favorite program about dating. The one where they interview the three men and three women and the audience decides who should go out with whom. Around dusk, I sat down on the couch and turned on my TV. I was ready for some real

startled

entertainmenturged

presentationpersuadedintroductioncollapsedaddressimpressedimpressionapparentreactioninterruptreflectsevere

startled

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1. . All of a sudden, my program was interrupted by an emergency

startled

entertainmenturged

presentationpersuadedintroductioncollapsedaddressimpressedimpressionapparentreactioninterruptreflectsevere

public 2. . It was 3. from the newsman's body

language that something horrible had happened or was going to happen. He looked so【大学生英语演讲稿WelcometoGuangdong_arealstoryofmine_AtomsforPeace】

serious that it actually 4.

startled

entertainmenturged

presentationpersuadedintroductioncollapsedaddressimpressedimpressionapparentreactioninterruptreflectseverestartled

entertainmenturged

presentationpersuadedintroductioncollapsedaddressimpressedimpressionapparentreactioninterruptreflectsevere

startled

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me a little. He informed the public that a(n) 5.

storm was likely to strike our town. He 6.

everyone to find a safe place to hide immediately. I turned off the TV

and found a safe place to hide. Throughout the storm, though, I continued to 7.

startled

entertainmenturged

presentationpersuadedintroductioncollapsedaddressimpressedimpressionapparentreactioninterruptreflectsevere

on the newsman. What was it about this man's way of talking that had

impressed me so much? Maybe it was the rate or the tone with which he spoke. Or, maybe it was the way he focused or his confidence. He had made such a strong 8.

startled

entertainmenturged

presentationpersuadedintroductioncollapsedaddressimpressedimpressionapparentreactioninterruptreflectseverestartled

entertainmenturged

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in such a short time. What if I had made the same 9.

? Would people have listened?

Part of my house 10.

startled

entertainmenturged

presentationpersuadedintroductioncollapsedaddressimpressedimpressionapparentreactioninterruptreflectsevere

in the storm. I was glad the newsman had

persuaded me to hide.【大学生英语演讲稿WelcometoGuangdong_arealstoryofmine_AtomsforPeace】

Questions 11 to 20 are based on the following passage.

I have a hard time talking to people at parties. They always interrupt me and they never pay attention. I asked my brother, Tom, what I should do, because everyone is always so 11.

differenceconfidencereaction

encouragementfocus

interruptpracticematchratecontactimpressedpersuadedhow

relaxed

encouragement

with what he has to say. Personally, I don't think his conversation is

any more interesting than mine. He gave me some 12.

differenceconfidencereaction

encouragementfocus

interruptpracticematchratecontactimpressedpersuadedhow

relaxed

encouragementdifferenceconfidencereaction

encouragementfocus

interruptpracticematchratecontactimpressedpersuadedhow

relaxed

encouragement

and informed

informed me that, in fact, it is not what you say but 13. you say it.

He said you should start with an introduction. If you can make a great first impression, people will listen to everything else you have to say. You have to show your 14.

differenceconfidencereaction

encouragementfocus

interruptpracticematchratecontactimpressedpersuadedhow

relaxed

encouragement

when you greet people. You should start with a powerful handshake

differenceconfidencereaction

encouragementfocus

interruptpracticematchratecontactimpressedpersuadedhow

relaxed

encouragement

and make sure to make eye 15. with whomever you're talking. He

also said not to talk too fast or too slow. The 16.

differenceconfidencereaction

encouragementfocus

interruptpracticematchratecontactimpressedpersuadedhow

relaxed

encouragementdifferenceconfidencereaction

encouragementfocus

interruptpracticematchratecontactimpressedpersuadedhow

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and tone with which

you speak are very important. And, you should 17. a few simple

differenceconfidencereaction

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interruptpracticematchratecontactimpressedpersuadedhow

relaxed

encouragement

gestures with some of your key points. This can really make a 18. .

I was 19.

differenceconfidencereaction

encouragementfocus

interruptpracticematchratecontactimpressedpersuadedhow

relaxed

encouragement

to give it a try at the next party I attended. I think it takes

第四篇:《初中英语演讲稿》

My Family (小学四年级水平)【大学生英语演讲稿WelcometoGuangdong_arealstoryofmine_AtomsforPeace】

Good afternoon, boys and girls. my name is chen junlei. i’m from qianjia wan. i am 12 years old. i’m a boy, and i am a student. my favorite colour is green. my favorite fruit are apples and watermelons. my favorite foods are pizzas hotdogs and hamburgers.

My old friend is zhu jialiang. this is my new friend, zheng jie. look, this is mr. ji, my english teacher. and he is my cousin.

Look, i have a family photo. this is my grandfather. he’s not very old. he is 64. he likes watching tv. this is my grandmother. she’s 60. she loves me very much. who’s this woman? she’s my mother. she is 36. she’s very beautiful. who’s that man? he’s my dad. he’s 36, too. he always go to school with me. who’s this boy? ha, ha, it’s me. he’s smart.

My speech is over. thank you everyone, goodbye!

No.2

My Favorite Book (初中一二年级水平)

Good morning teachers and fellow students. Today we would like to introduce a few favorite books to you.

My favorite book is <Heart> (Italian: Cuore). This is a diary written by an Italian boy Enrico. The diary is about his life and study. It included various touching stories that happened around Enrico, the mottos taught by his parents, as well as the wonderful ten "monthly" stories told by his teacher during the class. Every word in the chapter describes the word "love". From patriotism to friendship, and to the love between parents and child -- really touching.

This novel taught me how to love, and how to learn from love. I really like this book very much. How about you? What is your favorite book?

My favorite book is <Little princess>. Have you read it before?

Oh, I haven’t read this book before. What is it about?

Well, it is a story of a rich girl who maintained her noble character after the bankruptcy of her father. The story is happy ending.

Can you tell us why you love this book so much?

【大学生英语演讲稿WelcometoGuangdong_arealstoryofmine_AtomsforPeace】

Sure. It is because the story taught us to be brave and to face the challenges and difficulties with courage. I am deeply impressed by the strength and perseverance of the little princess in the story. I have decided to learn from her from now on. Oh I see, the story sounds very good. I cannot wait to read this book as well.

初中英语演讲稿中文:

大家好,今天我们要向大家介绍几本我们喜欢的书。

我最喜欢的书是《爱的教育》,这本书介绍了意大利孩子艾利克的生活和学习。写发生在安利柯身边各式各样感人的小故事、父母在他日记本上写的劝诫他的文章,以及十则老师在课堂上宣读的精彩的“每月故事”。每章每节,都把“爱”表现得淋漓尽致,从对国家的爱,对民族的爱到对朋友的,父母的爱。都很令人感动。

这本书让我懂得了怎样去爱,让我们在爱中受到教育。所以,我很喜欢这本书。你呢?你最喜欢的书是哪一本?

我和北京奥运

Olympic and Me (初中一年级水平)

我盼望着2008年8月8日快点到来。这是北京奥运会开幕的日子,是世界体育大家庭聚会北京的日子,更是每一个中国人倍感骄傲的日子。

I am looking forward to the days coming of Aug.8TH 2008, the day Beijing Olympic games will be opened, the day Sports family gather in beijing, and the day All the Chinese feel proud.

作为一个小主人,我真想成为一名光荣的奥运志愿者,可是到了那时,我还太小,不能成为一个真正的志愿者,但是,我依然可以为北京奥运会做出自己的贡献。

As a littke host , I really want to be honorable volunteer for it, however, I am still too young to be a real volunteer , but I can still contribute for it (according as I am able)

首先,作为一个北京市的小市民,我要用我的热情、我的笑容迎接每一个来自世界各地的外国朋友,展示出我们北京人友好好客的精神风貌,让外国朋友们通过每一张北京人的笑脸感受北京。

First , as a citizen of Beijing, I will welcome every friend from all over the world with my enthusiasm and smile to show us beijing people’s friendship and hospitality. And let theforeigh friends know(feel) Beijing from the smile on our face

其次,我要更加努力的学习英语,在奥运会举办期间,能够用英语和外国朋友们说话、交流,为他们提供我力所能及的帮助,比如:做个小翻译、帮外国人指路等等,让外国朋友通过每一个北京人热情的帮助喜欢北京。

Then/second, I will study English harder.During the Olympic Games ,I can communicate with the foreigh friends in english and serve for them such as to be a interpreter and show them the way, let them love beijing more from our enthusiastic help

再次,我也要学习更多的有关北京、奥运的知识,将来可以为外国朋友介绍咱们美丽的北京,以及北京悠久的历史和灿烂的文化,要让他们通过和每一个北京人的交流更加了解北京,了解中国。 爱爱英语学习风站

Third, I will learn more knowadge about Beijing and The Olympic Games in order to introduce the beautiful beijing to foreigners and its long history and splendor culture in the future.Let them Kow more about China by talking to each Beijinger【大学生英语演讲稿WelcometoGuangdong_arealstoryofmine_AtomsforPeace】

最后,我还要动员我身边的每一个同学,大家一起学习文明礼仪,一起加强和宣传环保意识,为北京奥运会办成一个真正的“绿色奥运、人文奥运、科技奥运”从我做起、从现在做起。

At last I will mobilize every students around me to learn civilized manners andstrenth the consciousness of theprotecting the enivoement .we should do from now on for beijing Olympic Game to be a real Green Olympics, humanities Olympics, technology Olympics

“同一个世界,同一个梦想”,我希望我的梦想能够变为现实

“One word One dream” I hope my dream will come true.

I LOVE ENGLISH (初中二年级水平)

Dear teacher and classmates:

I am very glad to make a speech here in this class again! This time, I\'d like to talk something about English.

I love English. English language is now used everywhere in the world. It has become the most common language on Internet and for international trade. Learning English makes me confident and brings me great pleasure.

When I was seven, my mother sent me to an English school. At there, I played games and sang English songs with other children . Then I discovered the beauty of the language, and began my colorful dream in the English world. Everyday, I read English following the tapes. Sometimes, I watch English cartoons.

On the weekend, I often go to the English corner. By talking with different people there, I have made more and more friends as well as improved my oral English.

I hope I can travel around the world someday. I want to go to America to visit Washington Monument, because the president Washington is my idol. Of course, I want to go to London too, because England is where English language developed. If I can ride my bike in Cambridge university, I will be very happy.

I hope I can speak English with everyone in the world. I'll introduce China to them, such as the Great Wall, the Forbidden City and Anshan.

I know, Rome was not built in a day. I believe that after continuous hard study, one day I can speak English very well.

If you want to be loved, you should learn to love and be lovable. So I believe as I love English everyday , it will love me too.【大学生英语演讲稿WelcometoGuangdong_arealstoryofmine_AtomsforPeace】

No.5

I Love You, China (初中二三年级水平)

Good morning, ladies and gentlemen, I’m very glad to make a speech here. Today my topic is “I love you, China.”

Since the day I was born, I began to have a proud name—Chinese. Since the day I began to talk, the most beautiful sentence I’ve ever learnt has been “I love you, China!”

I love you, China, and I’m so proud of being a Chinese. I’m proud that I’ve got the beautiful yellow skin, black eyes and black hair. I’m also proud that I speak the most beautiful language in the world—Chinese.

I love you, China, for I can feel the deep love you give me every day, every minute. Last year, I got an opportunity to visit the United States of America. During my staying there, my father’s boss once invited my family to dinner. While at , he looked at me and asked: “Little boy, how long have you been in America?” “About a month,” I answered, “How lucky you are!” he said, “If you were living in China, how could you learn such perfect English?” I smiled and told him proudly that all the students in China are able to learn English at school. I saw his surprised eyes and said to myself, “I’m proud of you, China ”

No.6

My Future Is Not A Dream (初中三~高一年级水平)

As the song goes “ My future isn’t a dream .” I love the song which brings me confidence when singing it every time . I believe that all our dreams can come true if we have courage to pursue them .When I was young my father always asked me what I would be in the future . Sometimes I found it very hard to give a certain reply . “ I want to be a doctor .” “ I want to be a teacher .” and “ I ’d like to be a scientist !” Many of these answers are perhaps very childish and ridiculous . But I never think they are far away .

How time flies! Who is able to give a definition to his future ? I know clearly that those high buildings are based on solid foundation . As a student , I should have a reasonable aim , and study hard . My goal is to enter the best university for

第五篇:《大学生英语听力焦虑研究_英文_》

TEACHINGRESEARCHChengLiping/AStudyonListeningAnxietyofCollegeEFLLearners*

AStudyonListeningAnxietyofCollegeEFLLearners*

○Cheng

Liping

(TheCollegeofEconomicsandStatistics,GuangdongUniversityofBusinessStudies,Guangzhou,Guangdong510320)

[Abstract]Withthequantitativemethod,thisstudyinvestigatestheforeignlanguage(FL)listeninganxietyofnon-Englishmajors.Theresultsindicate(1)Thesubjectsexperienceamoderatelevelofanxietyinresponsetolisteningcom-prehension.(2)FLlisteninganxietyissignificantlynegativelyrelatedtothelisteningscores.(3)LeanerbackgroundfactorsinfluenceFLlisteninganxiety.Learnersthatspendmoretimepracticinglisteningeverydaywillexperiencelesslisteninganxiety;Learners’self-ratedlisteninganxietyleveliscloselyrelatedtoactualanxietylevel;Learners’self-ratedlisteningproficiencyhasasignificantlyhighandnegativecorrelationwithFLlisteninganxiety,butlearners’motivationisnotfoundtoberelatedtolisteninganxiety.

[Keywords]foreignlanguagelisteninganxiety;non-Englishmajors;learners’backgroundfactors[中图分类号]H319.9

[文献标识码]A

[文章编号]1672-8610(2009)04-0110-05

Ⅰ.Introduction

Listeninginaforeignorsecondlanguageisacognitivelydemandingprocess,involvingminimallythecoordinationofat-

tention,memory,perceptualprocesses,andcomprehensionprocesses,whereaslistenersarelimitedintheirattentionandprocessingcapacity(McLaughlin,Rossman&McLeod,1983).Manystudentsinlisteningexperiencesomedegreeoffrustra-tionwhentheyattempttocomprehendeventhesimplestfor-eignlanguagemessage,typicallywhentheyarenotallowedtocontrolthetopic,speed,orvolumeofthespeech.Unlikeread-ingcomprehensioninwhichthelanguagelearnercanmanagetheinput,listenershavefewerchancesforrepetitionandcor-rectioninlisteningbecausethedeliveryrateofinformationistypicallycontrolledbythespeaker.Whenlanguagelearnersdonothaveappropriatelisteningcompetence,theinformationde-caysrapidlyandthelistenersmayfailinthesimpledecodingofdiscreteinformation,losingthefirstsignificantitemsofin-formation(Kim,2000).Therefore,listenersmayexperiencehelplessnessandanxietywhentheyarenotabletocontroltheirintakeoflanguage.

Limitedresearchhaseverbeendonerelatedtonegativefeelingsinlistening.Horwitz,HorwitzandCope(1986)havefoundstronganxietyinlisteningaccordingtotheseveralspe-cificstatementsaboutlisteninginForeignLanguageClassroomAnxietyScale(FLCAS).Theresultsshowthathighlyanxiouslistenersaresoapprehensivethattheycannotunderstandall

theinput.Thesubjectsexperiencedifficultyinbothdistin-guishingthesoundsandstructuresofalisteningmessage,andcomprehendingthecontentoftheextendedutterancesinsec-ondlanguage.InYoung’s(1992)interview,Krashenalsomen-tionsthatincomprehensibleinputinlisteningmayprovokeanx-ietyforforeignlanguagelearners.Afewotherquantitativestudiessupportthecontentionthatlisteninganxietyissignifi-cantlynegativelyrelatedtolisteningcomprehension(MacIntyre&Gardner1994a,1994b;MacIntyre,Noels&Clement,1997).However,findingsoftheabovestudiescannotclearlyrep-resentthelisteninganxietyinforeignlanguagesincetheirfo-cusesareonoverallforeignlanguageskillsorspeaking,withonlyafewitemsrelatedtoanxietyinlisteningskills(Cheng,Horwitz&Schaller,1999;Saito,Horwitz&Garza,1999).Therefore,amoredetailedstudyisneededtobedevotedpar-ticularlytolisteninganxiety.Asmostofthepreviousscalesfo-cusonthegeneraltypeofanxietyorspeakinganxiety(e.g.FLCAS,Trait-Statescale),aspecificanxietyscaleregardinglisteningshouldbedevelopedwithmostoftheitemsdescribingthepotentialanxietyinavarietyoflisteningsituations.

Inthepresentstudy,aspeciallydesignedanxietyscalewillbeemployedwithafocusonlistening.Theuseofthisscalemayhelptorevealspecificallyhowlisteninganxietyfunctionsdifferentlyfromothertypesofanxietyinforeignlan-guagelearning.Thefollowingquestionswillbeaddressedinthepresentstudy:

(1)DoChineseEFL(Englishasaforeignlanguage)col-

[作者简介]程利平,女,广东商学院讲师,硕士,研究方向:大学英语教育和跨文化比较。

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文学刊·外语教育教学

legestudentsreportexperiencingforeignlanguagelisteninganxiety?

(2)Whatistherelationshipbetweenforeignlanguagelis-teninganxietyandthelisteningproficiency?

(3)Whatistherelationshipbetweenforeignlanguagelis-teninganxietyandlearnerbackgroundfactorssuchasaveragetimespentonlisteningtoEnglishaday,motivation,andself-ratedlisteningproficiencylevelandanxietylevel?Ⅱ.Researchdesign

2.1Participants

Theparticipantsofthisstudywere115sophomoresofnon-EnglishmajorsfromtwoclassestaughtbythesameEnglishteacherinGuangdongBusinessStudies.Becausesomepartici-pantsmissedeitherthelisteningtestorfailedtofillinthequestionnaires,theirdatawerethrownoutandthevalidsampleofthisstudywas87students.Allthesubjectsunderexamina-tionhadregisteredtotakepartinthenationalCET-4inDe-cemberof2008,amonthaftertheyattendedthepresentex-periment.TheyhadfourperiodsofEnglishlessonseveryweekandtwoperiodsofEnglishlisteningclasseverytwoweeks.Sincethelisteningsectioncovered20%ofthetotalCET-4scores,studentsdesiredmuchtoimprovetheirlisteninglevel.

2.2Instruments

TheinstrumentsusedinthestudyconsistedofTheFor-eignLanguageListeningAnxietyScale,twolisteningproficien-cytestsandBackgroundInformationQuestionnaireforpersonalinformation.AllthequestionnairesweretranslatedintoChinese,andtwograduatestudentsverifiedtheaccuracy.

2.2.1TheForeignLanguageListeningAnxietyScale(FLLAS)

FLLASwasadaptedfromKim’s(2000)listeninganxietyscale.ItwasdesignedtomeasureanxietywithrespecttoEng-lishlisteningintheChinesecontext.TheconstructofforeignlanguagelisteninganxietycoversnotonlyanxietyovervariousaspectsoflisteningcomprehensionandEFLstudents’percep-tionsoflisteningdifficultiesbutalsotheirperceptionsoftheu-niquecomplexitiesoflistening,comparedtotheanxietyanddifficultyofotherlanguageskillssuchasspeakingorreading.Thisscaleisastudent’sself-reportwith34Likert-typeitemsscoredona5-pointscale,rangingfrom“stronglydisagree”tostronglyagree”.Responsestothenegativestatementwerere-versedandrecorded,thusahighscoreintheFLLASindicatesahighlevelofforeignlanguagelisteninganxiety,andalowscorerepresentslowlisteninganxiety.

2.2.2BackgroundInformationQuestionnaire(BIQ)

Abackgroundquestionnairewasattachedtoinvestigatespecificinformationaboutthesubjects’averagetimespentonlisteningtoEnglishaday,self-ratedlisteningproficiencylevelandanxiety-provokinglevelandmotivation.Thisinformationwasusedtoexaminetherelationshipofbackgroundvariableswithforeignlanguagelisteninganxiety,totestwhetherthedif-ferencesinsuchlearnervariableswillexertaneffectonstu-

2009年第4期

dents’anxietylevel.

2.2.3Listeningproficiencytest

【大学生英语演讲稿WelcometoGuangdong_arealstoryofmine_AtomsforPeace】

Inordertoexaminetherelationshipbetweensubjects’listeninganxietyandlisteningproficiency,twolisteningtestsfromthelisteningsectionsoftwosetsofCET-4ofJanuaryandJune2001wereadministeredtothesubjects.CET-4hasbeenacknowledgedasahighlyvalidinstrumentandfrequentlyusedascriteriatomeasurelanguageproficiencyofChinesenon-Englishmajors(YangHuizhong,1999).

2.3Datacollectingprocedure

InthefirstandthirdweekofNovember,2008,twolisten-ingtestsfromtheCET-4ofJanuaryandJune2001werecon-ductedforthetwoclasses.Todetecttheanxietythataccompa-niesthelisteningcomprehensiontask,anFLLASattachedwithBIQwasimmediatelydistributedafterthecompletionofthesecondlisteningtest.Bydoingso,theresearcherbelievesthattheimmediaterecallwouldrevealafreshmemoryontheanxi-etythestudentsexperienced.

Then,thescoresofthetwolisteningtestsandallthedataobtainedfromthequestionnairesFLLASandBIQwereinputintocomputerandanalyzedwithSPSS10.Ⅲ.Resultsanddiscussion

3.1ReliabilityoftheFLLAS

Table1ReliabilityofFLLASinthetwostudies

Kim’sstudy(2000)PresentStudy

Cronbach’salpha.900**(n=238).915**(n=87)**p<.01(2-tailed)

ToassessthequalityoftheFLLAS,reliabilityanalysiswascarriedout.Thepresentstudywith87studentsoflearningEnglish,yieldsaninternalconsistencycoefficientof.915,us-ingCronbach’salpha,whichisalittlehigherthanthatof.90inKim’sstudy(2000)asshowninTable1.

3.2DescriptiveanalysisofFLLAS

Table2DescriptivestatisticsofFLLAS

NumberMeanS.D.Min.Max.ItemMeanscalescore87121.726.5954136343.58Inthisstudy(seeTable2),thetotalscoresofFLLASrangfrom54to136,withameanof121.72,andastandarddevia-tionof16.59.Inordertoallowforaneasierconceptualizationofdegreeoflisteninganxiety,ameanscalescorewasalsocomputed.Onthebasesofa5-pointresponseformatand34itemsforFLLAS,themeanscalescoreis3.58,whichindicatesthattheEFLstudentsinourstudyreportedamoderateleveloflisteninganxiety.

3.3CorrelationbetweenFLLASandlisteningproficiencyTable3Correlationsbetweenanxietyandlisteningprofi-ciency

FLLAS

Listeningproficiency-.458**

Table3showsthatsignificantnegativecorrelationshavebeenfoundbetweenlisteningproficiencyandtheoverallFLLAS.Thatisanxietyinterferesthelisteningcomprehension.AccordingtoTobias’model(1986)ofaccountingforthecog-

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“【大学生英语演讲稿WelcometoGuangdong_arealstoryofmine_AtomsforPeace】

TEACHINGRESEARCHChengLiping/AStudyonListeningAnxietyofCollegeEFLLearners*

nitiveeffectofanxietyonlearning,anxiouslistenerstendtoengageinself-directed,derogatorycognition,suchasexcessiveself-evaluation,worryoverpotentialfailure,andconcernovertheopinionsofothers,andthustheanxiouslistenershavetheirattentiondividedbetweentask-relatedcognitionandself-re-latedcognition,makingcognitiveperformancelessefficiency.Yetnon-anxiouslistenerstendnottoengageinsuchself-pre-occupations,andfocusmoreonthetaskitself,andthuscom-prehendmorethananxiouslisteners.

Furthermore,anxietyinterfereswiththeprocessesoflis-teningcomprehension.Attheinputstage,anxietymaycauseattentiondeficitsandpoorinitialprocessingofinformation.Thiswilllimittheabilityofanxiouslistenerstocomprehendthecominginformationbecauselessinformationappearstobeavailableinshort-termmemory.Fortheprocessingstage,anxi-etyimpairscognitiveprocessingontasksthataremorediffi-cult,moreheavilyreliantonmemory.Also,anxietycandisruptthesearchforappropriateitemsinmemoryandslowthespeedofrecallduringthetime-limitedtask(MacIntyreandGardner,1994a,1994b).

3.4Correlationbetweenthreelevelsofanxietyandthecorrespondinglisteningscores

Inordertounderstandtheeffectsofdifferentlevelsofanxietyonthelisteningproficiencyscores,thecorrelationco-efficientsbetweenthethreeanxietylevels(Low-anxiety,Mid-anxietyandHigh-anxiety)andthecorrespondinglisteningscoresarecalculated.Thethreeanxietygroupsareclassifiedaccordingtothecumulativepercentofanxietyofthe87sam-ples.Thosewhoscorebelow81areconsideredaslow-anxiousstudents,takingup20%ofthetotal;thosewhoscorehigherthan110areclassifiedintothehigh-anxietygroup,covering20%ofthewhole.Therestwhogainscoresbetween81and110fallintotheMid-anxietygroup,takingup60%.Thus,thereare17studentsrespectivelyinlow-anxietyandhigh-anxietygroupsand53studentsinmid-anxietygroup.Thede-scriptivestatisticsforthethreeanxietygroupsandthecorre-spondinglisteningscoresarepresentedinTable4.

Table4Descriptivestatisticsforthethreeanxietygroupsandcorrespondinglisteningscores

Means

S.DNLow-anxietyGroup71.7647.62017ListeningScores23.0597.39417Mid-anxietyGroup94.1707.92253ListeningScores

21.774

7.018

53

High-anxietyGroup118.5887.19417ListeningScores14.2354.11617

Table5Correlationsbetweenthethreeanxietylevelsandcorrespondinglisteningscores

ListeningScores

Low-anxietyGroup.243Mid-anxietyGroup-.289*High-anxietyGroup

-.303*

ThecorrelationresultsinTable5showsthatapositive

112

butinsignificantcorrelationexistsbetweenLow-anxietyGroupandtheirlisteningscores,whereastheothertwogroups(Mid-anxietyGroupandHigh-anxietyGroup)demonstrateasignifi-cantnegativerelationsbetweenanxietyandtheirlisteningscores,thoughthecorrelationislow.Thisresultfurtherprovesthenegativeeffectofanxietyonperformance,butalsosuggeststhatanxietycanfacilitatelisteningcomprehensionatcertainpoint.

Theinverted-Umodelofanxietyandperformancepro-posedbySmith(1982,seeMacIntyre&Gardner1989)mayin-terprettheresult.Accordingtothemodel,ifagiventaskisrelativelysimple,anxietyseemstohavelittlenegativeeffectandmayactuallyimproveperformancethroughincreasedeffort.However,asthetaskdifficultyincreases,exceedingtheabilityoflisteners,theextraeffortmaynotfullycompensateforthecognitiveinterferenceofanxiety,andthusanxietymaybegintohaveasignificantlynegativeeffect.

Inthecaseofthisstudy,theresultsshowthatforthelow-levelanxietygroup,theyobtainhighlisteningscoremeans(m=11.529)thanthemoderate-level(m=10.887)andhigh-levelanxietygroup(m=7.118).Itmeansthatforthelow-levelanxietygroup,thelisteningtasksarecomparativelyeasy,whereasforthemoderate-level,especiallyforthehigh-levelanxietygroup,thelisteningtestsarequitedifficult.Soforthehighlisteningscoresobtainers,acertainamountofanxietywillfacilitatetheirlisteningcomprehension,makingthemmoreconcentrateonthelisteningtasks.Ontheotherhand,forthelow-levellisteningachievers,excessiveanxietywilldistracttask-relatedcognition,debilitatingtheircomprehension.3.5CorrelationsbetweenFLLASandlearnerbackgroundvariables

Table6CorrelationsbetweentheTotalFLLASscoreandlearnerbackgroundfactors

TimeSelf-ratedAnxietySelf-ratedEnglishlevelMotivationFLLAS-.252*.566**-.668**-.035

Thecorrelationanalysisshowsthatthereissignificantin-verserelationship(r=-.252,p<.05)betweenlisteninganxietyandaveragetimespentonlisteningpracticeeveryday.ItmeansthatthemoretimestudentsspendonEnglishlisteningpracticeaday,thelessanxietytheytendtoexperienceandviceversa.Iflistenersfindmorechancestolisten,theycanimprovetheirlisteningproficiency,andbecomeconfidentwiththemselvesandthenbecomelessanxious.However,thearousalofanxietyprobablymakessomelistenersmorereluc-tanttolisten.Iflistenersdonnotfindtimetolisten,theycan-notimprovetheirability,andthusbeginsaviciouscircle.Thenstudentswhoarereluctanttolistenwillnotprogressasrapidlyastheirmorerelaxedcounterpartsandmoreprobablyretainarelativelyhighlevelofanxiety.

Thereisasignificantpositivecorrelation(r=.566,p<.01)betweenFLLASandself-ratedlisteninganxietylevel.Thisin-dicatesthatstudents’listeninganxietylevelcanbepredictedbytheself-ratedanxiety-provokinglevel,whichfurthersup-

文学刊·外语教育教学

portsthepostulationthatforeignlanguagelearners’anxietycanbemeasuredsimplybyastatementofself-ratedanxietylevel(Horwitz,1986).

Thehighnegativeassociationofself-ratedlisteningabili-tywithlisteninganxiety(r=-.668,p<.001)indicatesthatnega-tiveself-perceptionoflisteningcompetenceplaysanimportantroleinthesubjects’experienceofforeignlanguagelisteningcomprehensionanxiety.Studentswhodoubttheirabilitywilleasilygiveup,fellingvulnerableandanxious(Cheng,1999).InthecontextofEnglishlistening,studentswithlowself-evaluationoftheirlisteninglevelmighttendtounderestimatetheirabilitytolisteningtoEnglishandhavenegativeexpectationsabouttheirperformance,therebyfeelinginsecurityoranxietyinthefaceoftheforeignlanguagelisteningtasks.Theyarelikelytocopewiththeiranxietylesseffectivelyandeasilydisengagefromtheanxiety-producinglistening,furtherunderminingtheirself-confidence.Aviciouscirclemightthusbegin(Cheng,1999).Infact,theselearners’beliefsabouttheirEnglishlis-teningcapabilitiesarefoundtobeabetterpredictoroftheiranxietylevelsthanwhattheyareactuallycapableofaccom-plishing,fortheirself-ratedproficiencylevelinEnglishlisten-ingiscorrelatedmorehighlywithFLLASscores(r=-.668)thantheiractuallisteningscorescorrelatedwith(r=-.458).

Thecorrelationanalysisalsoshowsthatthereisnegativerelationshipbetweenlisteninganxietyandmotivationtolisten,butthecorrelationisnotsignificant(r=-.035,p>.05).Itmaysuggestthatstudents’motivationtomasterlisteningskilldoesnotaffecttheiranxietyexperiencedinlistening.Thisisincon-sistentwithseveralresearchers’postulations(e.g.Saito,1996;Lalonde&Garner1984,seeMacIntyre&Gardner,1991)andpreviousempiricalstudies(e.g.Hao,2001),whichsuggestthatanxietyiscloselyrelatedtomotivation.Inthepresentstudy,themotivationtomasterlisteningskill,forsomestudents,mayelevatetheiranxiety,whileforothers,themotivationmovesthemtofacethedifficulty.Ⅳ.Conclusions

ThepresentstudymadeanattemptattheexplorationoftheeffectsofanxietyonlisteningcomprehensionforChineseEFLcollegestudentsfromaquantitativeperspective.Wehavearrivedatthefollowingconclusions:

(1)Thesubjectsexperienceamoderateleveloflisteninganxiety.

(2)Anxietyhasnegativerelationshipwithlisteningprofi-ciency.Themoreanxiouslistenersfeel,thelowscorestheyarelikelytoachieve.However,anxietydoesnotalwaysimpaircomprehension.Ataverylowlevel,anxietywillassistlisteningcomprehensionforhighlisteningabilitystudents.

(3)Listeninganxietyiscloselyrelatedtoseverallearnerbackgroundfactors.

First,spendingmoretimeinlisteningtoEnglisheverydaycanreducestudents’anxiety.Second,students’listeninganxietylevelcanbemeasuredsimplybyastatementoffive

2009年第4期

scaleself-ratedlisteninganxiety.Third,studentswhofeelmoreanxiousperceivetheirEnglishlisteninglevelasbeinglow.However,motivationtomasterlisteningskillandyearsofexposuretoEnglishdonotinfluencetheleveloflisteninganxi-etyreported.

Theeffectofanxietyonlisteningperformanceprovidespedagogicalimplications.First,languageteachersneedtoad-dresstheemotionalconcernofthesestudents.Becausealow-stresslisteningenvironmentisbelievedtofacilitatecomprehen-sionofEnglishbyallowingstudentstoconcentratemorefullyonlisteningthanbeingdistractedbyself-deprecatingworryandfearofevaluation,encouraginganon-threateningatmo-sphereintheclassroommaybefirststepinalleviatinglisten-inganxiety.Second,listenersshouldbeprovidedwithasuffi-cientnumberofappropriatelisteningpracticesfortheresultsinthisstudyshowedthatstudentswhohadmoreopportunitiestopracticelisteningwouldreportlesslisteninganxiety.Third,toreducelisteners’panic,sectionswhichhavenotbeenun-derstoodcanberepeatedatwill,orthewholepassageplayedasoftenasthestudentslike,becausetherealaimoflisteningistohelpstudentslearn,notjusttotesttheirlisteningabilities(Rixon,1986).Lastbutnotleast,listeningmaterialsshouldbeinteresting.Krashen(1982)suggestedthatthebestwaytore-ducelanguageanxietyistomakethemessagesointerestingthatstudentsforgetthatitisinanotherlanguageandfocustheirattentiononthemeaning.

However,thisstudyhasthefollowinglimitations:First,subjectsinthecurrentstudyareonlysophomoresofnon-Englishmajorsandfindingsfromthestudycanonlybecau-tiouslygeneralizedtootherpopulationswithdifferentback-grounds.AstudyusingstudentsofhighergradesorEnglishmajorsmayproducedifferentresultsasexperienceandprofi-ciencyincreasesanxietydeclinesinafairlyconsistentmanner(MacIntyreandGardner,1991).Second,apossibleinteractionbetweenstudents’anxietyandtheirlearningstylesisnotcon-sidered,asresearchhasshownthatstudents’learningstylesmayfunctionasapossiblecontributortotheiranxietyinthefourlanguageskillareas.ThethirdpossiblelimitationofthestudyisthatusingonlythetwolisteningtestsofCET-4maynothavebeensufficienttoaccuratelymeasurethelisteningproficiencyofthestudents.Soinfutureresearch,long-termmeasuressuchasfinallisteninggradesbasedonseveraltimesoflisteningtestsmaybeused,whichmightaffect,incertainway,therelationshipbetweenanxietyandlisteningproficiency.———————————————References】

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大学生英语听力焦虑研究

程利平

(广东商学院经贸与统计学院专业英语教研室,广东广州510320)

[摘

要]本研究采用调查问卷方式,对非英语专业学生进行了听力焦虑调查。结果表明被调查者具有中

度听力焦虑,焦虑对其听力理解有负作用:随着听力焦虑的增强,听力成绩成下降趋势。相关分析还表明,听力焦虑与听者每天花费练习听力的时间、自认为听力水平及自认为焦虑水平具有统计意义上的相关,但听者的学习动机没有发现与焦虑相关。

[关键词]外语听力焦虑;非英语专业学生;学习者背景因素

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