A Study of Business English (ESP) Learning Anxiety from the Perspective of Ecology
- 1 Foreign Language Teaching Department, Yantai Nanshan University, Yantai, China
- 2 Foreign Language Teaching Department, Yantai Nanshan University, Yantai, China
Abstract
Business English (BE) language characteristics and many classroom teaching factors contribute to the anxiety of BE learning. The ecology can be put in use into BE teaching to make the ecological classroom. This research is taken to show relations between the ecological classroom teaching of BE (BEECT) and BE learning anxiety (BELA). The findings are as followed: 1) BEECT is in good order and students’ BELA is to the intermediate degree; 2) BELA has the generally negative correlation to students’ general English proficiency; 3) BEECT has the higher negative correlation to BELA, and they are significantly linearly dependent; 4) as to BELA, significant statistical differences exist between high score group and low score group in the classroom learning efficiency, the teacher-student affective intercommunication, and student-student intercommunication. In order to lower BELA, BE teachers are suggested cultivating learners’ academic English proficiency, strengthening learners’ ambiguity tolerance, and using ecologically multimodal discourses.
- Cai, J. G. (2012). Academic English: Needs Analysis and Teaching Methods. Foreign Language Learning Theory and Practice, No.2, 30-35.
- Cai, J. G. (2014). English for Academic Purposes and Quality Foreign Language Education. Computer-Assisted Foreign Language Education, No.157, 3-8.
- Chen, H., & Shan, Y. (2008). An Investigation into Classroom Environment of College English Teaching. Journal of Nanjing University of Aeronautics and Astronautics (Social Sciences), 10, 96-100.
- Chen, J. L. (2010). The Integration of Computer and Networks into Foreign Language Teaching—A Research Based on College Teaching Reform. Shanghai: Shanghai Foreign Language Education Press.
- Chen, J. L., & Gu, Z. Z. (2008). More Reasonable and Precise Requirements with Realizing Directions—Interpreting the 2007 College English Curriculum Requirements. Computer-Assisted Foreign Language Education in China, No. 119, 3-8.
- Ding, R. L., & Dai, W. D. (2013). Orientation on College Foreign Language Teaching. Foreign Language Teaching, No. 2, 17-23.
- Ellis, R. (1994). The Study of Second Language Acquisition (pp. 34-35). Oxford: Oxford University Press.
- Fan, C. X. (2013). The Analysis of Teachers’ Ecological Teaching Discourse. University Education Science, No. 6, 69-72.
- Gao, L., & Wang, Z. C. (2010). Anxiety-Causing Factors in Medical English Learning and Strategies to Overcome Them. Northwest Medical Education, No. 1, 138-140.
- Gu, Z. Z. (2012). Research on ESP Ecologic Environment—A Case Study at AUFE. Computer-Assisted Foreign Language Education, No. 148, 47-59.
- Guo, Jianjing. (2013).Course Design for Constructing ESP Listening & Speaking English Class Ecology. Journal of Fujian Jiangxia University, No. 4, 99-106.
- Horwitz, E. K. & Horwitz, M. B., & Cope, J. A. (1986). Foreign Language Classroom Anxiety. Modern Language Journal, 70, 125-132. http://dx.doi.org/10.1111/j.1540-4781.1986.tb05256.x
- Huang, Q. W., & Zou, F. Q. (2010). Research on GIS English Learning Anxiety. Journal of Chifeng University (Soc,Sci), 31, 166-167.
- Kang, X. Y., & Zhen, Y. H. (2013). ESP Research in Educational Ecology. Heilongjiang Researches on Higher Education, No. 8, 179-180.
- Kong, F. X. (2012). The Study of Implicit and Explicit Learning on the EGP and ESP. Modern Educational Technology, 22, 74-78.