Comprehensible Input: A Way To Alleviate Vocational College Students’ Anxiety In English Speaking

With the rapid development of language study and language teaching, we aredeepening the understanding of language. As language teachers, we should pay moreattention to the learning process instead of to the learning result. The study emphasishas been transferred from teachers and teaching methods to learners, learning methods.Emotional factors are also paid more attention in teaching process. At present, thelanguage workers pay more attention to a learners affective and emotional impact onlanguage learning. The learner is the subject and center of language teaching now.At present, the vocational college students in China are still at low level. Theirlearning abilities are rather weak. There exits severe anxiety in their process oflanguage learning, especially in speaking course. Many language teachers are keepingstudying how to reduce the students anxiety in daily oral English teaching. Based onKrashen’s Input Hypothesis, this study proved the comprehensible input can reducestudents speaking anxiety. The author adopts the investigation method of thequestionnaire to understand the vocational college students’ current situation ofEnglish learning. The author conducted the study for a year in two parallel classes. Inthe study, the experimental class are asked to increase comprehensive input, includingculture input and language input. In the process of empirical study, the selectedstudents will participate in the four oral tests after every period different input.According to the test scores, we can find the improvement of speaking ability with thedifferent input. From the study, the author wants to prove the comprehensible inputcan reduce students’ anxiety.