On Students’ Psychological Barriers in Oral English Training.docVIP

On Students’ Psychological Barriers in Oral English Training 　　【Abstract】Aiming at features of weak learners in spoken English ability， this paper analyses the reason for psychological barriers in oral English training and points out teachers should use the principle of generalization， stimulate emotional factors in teaching， adopt progressive principle， build up students confidence to establish healthy psychology， fully arouse enthusiasm of students active participation， and carry out effective classroom training activities. 【Key words】psychological barriers； oral English training； active participation 1. Analysis on the Reason of Psychological Barriers in Oral English Training 1.1 Personality factors. Compared with cheerful and outgoing personality of westerners， Chinese students seem to be more introverted， less outgoing， which results in the fact that they are unwilling to speak in oral English training activities. 1.2 Traditional teaching mode. For a long time， teacher-centered teaching mode has badly influenced students active participation. Students are more to be blamed than to be encouraged. There are always much distance between teachers and students. Students are reluctant to speak. 1.3 Lack of self-confidence. Now most students grew up in the relatively superior environments. Schools and families often ignore psychological guidance and training， especially the cultivation of the ability to resist setback， so the bearing capability in psychology is poor. In oral English training， for fear of losing face and being laughed at， they don’t want to taste failure. 2. Significance of Principles of Classical Conditioning Process to Overcome Students’ Psychological Barriers Famous Russian physiologist Ivan Pavlov suggested， there are three classical conditioning processes， namely generalization， discrimination and extinction. The principles of Classical Conditioning Process are of great guiding significance to oral English teaching. Because