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1、分类号 编号 南方医科大学 本科毕业论文（设计）英语专业大学新生和毕业生的外语课堂焦虑对比研究A Comparative Study on Foreign Language Classroom AnxietyBetween Freshmen English Major and Senior English Major指导教师姓名单位名称及地址南方医科大学外国语学院（广州市广州大道北1838号）专业名称 英语（医学英语方向）论文提交日期 2010年5月10日论文答辩日期 2010年6月5日答辩委员会主席 论文评阅人 2010年5 月10 日XXXXXXXXXXXXXXXXXXXXXX (标题二号
2、字涂黑; 副标题三号字涂黑)Submitted by XXX （小三号涂黑）Student ID number: XXXXXXXXXXXXXX （小三号涂黑）Supervised by Prof. XXXXXX XXX （小三号涂黑）A paper submitted in fulfillment of the requirements of the degree of Bachelor of Arts XXX （小三号涂黑）School of Foreign Studies XXX （小三号涂黑）Southern Medical University XXX （小三号涂黑）June 2009
3、 XXX （小三号涂黑）（1. 全文字体中文用宋体，英文用Times New Roman）南方医科大学本科毕业论文（设计）原创保证书本人保证所提交的毕业论文（设计）都是独立完成，如有抄袭、剽窃、雷同等现象，愿承担相应后果，接受学校的处理。专业：年级：签名：年 月 日Acknowledgement（致谢，单独一页，四号涂黑）Im extremely grateful for the support from my supervisor, Professor XXXXX, for his invaluable guidance. Though quite busy, he showed unfai
4、ling patience in proof-reading my thesis and provided many valuable suggestions for my improvement. His instruction offered enlightenment for the completion of my thesis.。（内容自定）Im extremely grateful for the support from my supervisor, Professor XXXXX, for his invaluable guidance. Though quite busy,
5、he showed unfailing patience in proof-reading my thesis and provided many valuable suggestions for my improvement. His instruction offered enlightenment for the completion of my thesis.。（内容自定）摘 要（单独一页，四号涂黑。要求200-500字）本文主要关注英文药品说明书的汉译技巧.作为专业英语的一个分支,英文药品说明书也有独特的语言特点.本文将从词汇及句法层次对120篇英文药品说明书进行分析,总结了其语言特
6、点及对其翻译的一些技巧,旨在促进英文药品说明书的正确理解与翻译.关键词：药品说明书； 词汇； 句法； 中英翻译Abstract （单独一页，标题居中四号涂黑，内容小四。要求200字左右）This thesis centers on the English-Chinese Translation of English drug instruction. As a branch of English for certain major, English drug instruction has its own linguistic features when it compared with ot
7、hers like literary and technological languages. This thesis studies 120 English drug instructions basics on the level of syntax, summaries the linguistic features and translation skills , aims at improving the understanding and translating of drug instructions. The thesis starts with briefly introdu
8、cing translation of drug instruction. Secondly, it mainly summarizes and analyzes major linguistic characteristics of drug instruction. Finally, it shows the skills of translating English drug instruction. This thesis aims to bring some enlightenments to the understanding of English drug instruction
9、 and get a better demand of English. Key words: drug instruction; vocabulary; syntax; English-ChineseContents （标题四号涂黑，目录内容小四涂黑单独一页。前面附件页码编号为i,ii，；从introdcution 部分开始，页码编号为1，2，）Acknowledgements. i摘要. iiAbstract. . . iii1. Introduction . . 12. Present situation of imported drugs in China. 2 3. Vocabula
10、ry features. . .73.1 A lot of foreign vocabularies. .74. Syntax Feature of English Drug Instruction. .94.1 Passive Voice is always used. . .95. Translation skills basic on the vocabulary features . 125.1 Pronunciation translation. . . 135.2 Liberal Translation. . . .136. Translation skills basic on
11、the syntax level. 146.1 Voice converse . . . 146.1.1 Translated into the Chinese active voice . 146.1.2 Translated into sentence with no subject . 156.2 Readjust orders of sentences . . . 166.5 Translation of the imperative sentences. 185.5.1 Translation with emphasis words. 185.5.2 Translate with e
12、mphasis marks: . 187. Conludction. . 19Bibliography . . . . 20Appendix . 21XXXXXXXXXXXXXXXXXXXXXXXX(英文题目；四号涂黑)1. Introduction （标题小四号涂黑。）(以下正文内容统一用小四号不涂黑，下同。) Remember that when I was a freshman in college, I noticed when having English class some students displayed less self-confidence and were more
13、 prone to anxiety than others: They tend to become uncomfortable in the presence of peers in the classroom or when faced with academic tasks; they started to panic when they knew they were going to speak English in front of others; they got so nervous when they were asked to answers questions that t
14、hey forgot things they knew; they stuttered when they had to speak English with native speakers; they were worried about making mistakes and losing face; and they feared criticism, negative evaluation, judgmental remarks, and so on. Now, I am a senior student, after about 4 years professional and sy
15、stemically English learning, I still find that some of my classmates are under great pressure when they having English class and talking with native speakers. Then I start to wonder, whether they are undergoing the same level anxiety they have 4 years ago, or a lower level, or a higher level. After
16、all, 4 years professional English learning can change many things. Therefore, I carry out this comparative study of foreign language classroom anxiety between freshmen English major and senior English major students.English learning is a rather complex process. It is influenced not only by the lingu
17、istic characteristics of English itself, but also by some other factors like cognitive and affective factors. The effects of affective factors on language learning have been noticed by foreign researchers for quite a long time. Among the affective variables, anxiety stands out as one of the main blo
18、cking factors for effective language learning. Related studies revealed that anxiety, one of the affective factors, is negatively correlated to language achievementMost studies show that anxiety has a negative impact on school work achievement, standard test, oral and written capacity, self-confiden
19、ce and self-esteem (Ganschow 1994; Gardner & MacIntyre 1993; Horwitz 1986; Trylong 1987; Oxford, 1992). Furthermore, a lot of studies show that anxiety also has a bad effect on learners physical and mental health. Under long-term anxiety, learners often suffer from insomnia. They cant concentrate on
20、 their attention and always forget things. They often response slowly and have little interest in learning. Whats worse, they even lose their confidence. In class they are unwilling to put up their hands or take part in the classroom activities. They are far behind from others. They avoid teachers e
21、ye contact. They often lower their head when they answer questions and so on. All in all, anxiety can have a negative effect on the language learning process. Therefore, figuring out the anxiety level that the freshman and senior English major students are undergoing, and find out the most easily an
22、xiety-provoking factors play a significant part in helping their English learning process and improving teaching effectiveness.2. Literature Review2.1 Definition of AnxietyFrom aspect of psychology, anxiety is the subjective feeling of tension, apprehension, nervousness, and worry associated with an
23、 arousal of the autonomic nervous system, which often shows in the form of negative feelings of nervousness, worrying and having no confidence in oneself. In this paper, the concept of anxiety is put into the language learning situation. Foreign language learning is a complex learning process involv
24、ing both cognitive and affective factors. Anxiety is one of the affective factors that affect learners language learning process. According to Arnold (2000), it is quite possibly the affective factor that most pervasively blocks the learning process. 2.2 Anxiety in Foreign Language LearningHorwitz a
25、nd other researchers have studied foreign language anxiety as a kind of anxiety different from common anxieties since 1986. It is associated with bad feelings of uneasiness, frustration, self-doubt, apprehension, or worry produced during the process of learners learning and using the target language
26、. It is one of the most critical psychological variables in many affective factors. Three components of foreign language anxiety have been identified (Horwitz et al. 1986, MacIntyre & Gardner 1989, 1991): (1) communication apprehension, arising from learners inability to adequately express mature th
27、oughts and ideas; (2) fear of negative social evaluation, arising from a learners need to make a positive social impression on others; and (3) test anxiety or apprehension over academic evaluation. Both too much and too little anxiety may hinder the process of successful second language learning. In
28、 this paper, items to measure the score of communication apprehension are 4, 5, 8, 9, 14, 17, 20, 22, 23, 26, 28 and 32; and the items to measure the score of the fear of negative evaluation are 1, 2, 7, 19, 24, 27, 30 and 31. The items to measure the score of the test anxiety are combined with othe
29、r questions, and will be identified as items to measure the score of the general feeling of anxiety. Those items are 3, 6, 10, 11, 12, 13, 15, 16, 18, 21, 25, 29 and 33.2.3 Previous StudyThe effects of affective factors on language learning have been noticed by foreign researchers for quite a long t
30、ime. Research (Young 1990, 1991) has consistently revealed that anxiety can impede foreign language production and achievement. Language anxiety is experienced by learners of both foreign and second language and poses potential problems, “because it can interfere with the acquisition, retention and
31、production of the new language,” (Maclntyre & Gardner 1991)Krashen (1989) maintains that anxiety inhibits the learners ability to process incoming language and short-circuits the process of acquisition. Pichette (2009) compared anxiety profiles of classroom and distance language learners, and compar
32、ed anxiety levels between first-semester and more experienced students in both learning environments. Results show no significant differences in anxiety profiles between classroom and distance learners, and higher anxiety among first-semester distance learners. However, in the case of classroom lear
33、ners, their data contradict earlier research by indicating similar levels of anxiety between first-semester and more experienced students.Table 1 Analysis from 60 drug instructions for the foreign vocabularies （小四号涂黑。放在表格上面。）Words examinedWords originated for Latin or GreekTotal41,32119,338Percentag
34、e100%46.7%Writing ability of test takers （texts）Rating SchemePersonal Characteristics of RatersDecision-making of RatersRating ConditionsScores of Test TakersWriting Ability of Test takersPersonal Characteristics of test takersTest taskFig. 1 Variables related to scoring （小四号涂黑。放在图的下面。）7. Conclusion
35、 （300词左右）This study compares the foreign language classroom anxiety of two different English level groups in English major, that is, freshmen students and the senior students. Data was collected by the English version FLCAS and analyzed with SPSS 16.0, the result display that both the two groups of
36、students show the same tendency in measuring the anxiety levelaverage level are the most, but freshmen students are suffering from a comparatively higher level of foreign language classroom anxiety. The study also finds out the most easily anxiety-provoking factors to the freshmen, that is classroom
37、 activities related to oral exercise, specifically situation is speaking English with native speakers and answering the questions which they havent prepared in advance. The worry of the consequences of failing their English class is also a main factor. Then according to those factors, this paper com
38、es up with some countermeasure to help students reduce the anxiety and improve their learning outcomes, like create a relaxed and comfortable atmosphere in classroom; give students more positive evaluations and help them build up a good study habits. Future research can be conducted on the students
39、of grade 2009 three years later, when they become senior students, let them do the FLCAS again and then compare the score with the result from this paper, to testify whether their anxiety are reduced. We can also see that if the most easily anxiety-producing factors would change. Furthermore, to see
40、 whether the countermeasures work or not, which would contribute other experts to come up with other more practical and efficiency countermeasures.Bibliography（标题四号涂黑居中，内容小四。先英文再中文，按首字母顺序排列。）1. Aida, Y. (1994). Examination of Horwitz, Horwitz, and Copes construct of foreign language anxiety: The cas
41、e of students of Japanese J. Modern Language Journal, 78: 155-168.2. Arnold, J. (2000). Affect in Language Learning M. Beijing: Foreign Language Teaching and Research Press.3. Ellis, R. (1994). The Study of Second Language Acquisition M. Oxford: Oxford University Press.4. Horwitz, E., Horwitz, M., &
42、 Cope, J. (1986). Foreign language classroom anxiety J. Modern Language Journal, 70: 125-132.5. Koch, A. S, & Terrell, T. D. (1991). Affective reactions of foreign language students to natural approach activities and teaching techniques A. In E. K. Horwitz & D. J. Young (Eds.), Language Anxiety: From Theory and Research to Classroom Implications (pp. 109126). Englewood Cliffs, NJ: Prentice Hall.6. Matsuda, S, & Gobel, P. (2004). Anxiety and predictors of performance in the foreign language classro