A Study On Improving The Difficulty And Emotion Of College Students In Spoken English By Using Psychological Situation

Along with the social development, the oral English ability of interdisciplinary talents of high-tech professional college has been expected to improve. Because of the lack of effectiveness and motivation, the spoken English ability of higher vocational students is generally weak and the fear of difficulty is common. From this perspective, the English psychodrama can be supportive for assisting students to understand and release the fear as well as to establish harmonious interpersonal relationship. In the hope of improving traditional oral English teaching practice, the spontaneous performances of special scenario setting and role playing, etc. can be employed. It is helpful for students to handle interpersonal relationships properly and to cultivate emotional communication responses.On the basis of the related literature at home and abroad as well as the self-efficacy theory, learning motivation theory, Attribution theory, Second Language Acquisition theory and the Psychodramatic techniques, this study explores the effect of English psychodrama on improving the fear of oral English of higher vocational students. Three aspects will be discussed. First of all, do the higher vocational students have the problem of fear of difficulty? Secondly, what about the factors of the fear of difficulty? Finally, can English psychodrama improve the fear of oral English of higher vocational students?This study performs eight psychodrama intervention experiments on20students of Nanjing Engineering Vocational College with the fear of oral English. They are divided into control group and experimental group. By the relevant questionnaires and rating scales tested before and after the intervention together with the individual interview of experimental group after the intervention, this study explores the experimental effect. As a result, English psychodrama, to a certain extent, can improve the fear of oral English of higher vocational students. Meanwhile, it contributes to the cultivation of students’cooperative learning and autonomous learning as well as the enhancement of students’self-confidence of oral English and the reduction of the fear of difficulty.This study provides a referential guidance for oral English ability of students of higher vocational colleges. Finally, the author puts forward the shortcomings of the study and the recommendations as well.