Research On Teaching Anxiety Of Novice TCSL Teachers

In the study, the author forcused on the novice TCSL teachers of seniority within one year as the subjects, and used qualitative and quantitative methods including interviews, classroom observation, questionnaires to research on the status and sources of their teaching anxiety. Some strategies to reduce the teaching anxiety were also proposed.A self-prepared semi-structured interview outline was used to conduct individual interviews of13novice TCSL teachers. We also did classroom observation and recorded seven novice teachers’teaching processes. According to the results of the interviews and classroom observations, the preparation of Teaching Anxiety Inventory is applicable at the novice level of TCSL teachers, with which we did large-scale questionnaire survey along with the State-Trait Anxiety Inventory. Statistical software spss18.0was used to do data statistics and analysis on52copies of valid questionnaires. Semi-structured interviews, classroom observations and findings of the survey having been analyzed, we found that the teaching anxiety of novice TCSL teachers is at a high level. Specific conclusions are as follows:The status of novice TCSL teachers’teaching anxiety is as follow:(1) There are six of the main content of the anxiety:student assessment, school evaluation, classroom questions, teaching effectiveness, classroom atmosphere and order, non-teaching events;(2) The performance of teaching anxiety is as follows:not being able to act flexibly according to the classroom situation; decrease of stress capacity; lack of teaching self-confidence; too moderate attitude towards students; long-time preparation for lesson planning far more than the lessons actual demanding;(3) too low or too high teaching anxiety of novice teachers will have a negative impact on their teaching effectiveness, relationship between teacher and students and the daily life of the teachers.Novice teachers’ teaching anxiety is the result of the interaction of subjective and objective factors:(1) Teaching and learning environment such as the case of students, the status of the teacher-student relationship and the school teaching requirements is the main objective influence factors;(2) Teachers’ subjective factors, including the level of teachers’ knowledge of the language, level of teaching ability, personality is the most important factors to affect their teaching anxiety level.To reduce the teaching anxiety level of novice TCSL teachers we need to start from the two levels of individuals and organizations:(1) Individual level approach:to learn from experienced teachers, to increase communication and cooperation with other teachers; to grasp the common teaching skills; to use reference books more often;(2) The organizational level refers to the pre-service training of TCSL teachers and new-teacher training program. The study made contribution to teacher anxiety research and TCSL teacher research, and the preparation of novice TCSL teachers’teaching anxiety questionnaire can be used for the research of TCSL teachers groups’anxiety. Conclusions of the study can help to diagnose and understand the teaching anxiety of novice TCSL teachers, and the strategies provided to relieve anxiety will improve novice teachers’level of mental health and teaching efficiency. Thus, this study possesses both theoretical and practical significance.