| 摘要 | 第1-6页 |
| ABSTRACT | 第6-8页 |
| ACKNOWLEDGEMENTS | 第8-9页 |
| CONTENTS | 第9-12页 |
| FIGURES AND TABLES | 第12-13页 |
| 1 INTRODUCTION | 第13-18页 |
| ·The Current State of Non-English Majors' Oral Outputs in the English Classroom | 第14页 |
| ·The Harmful Effects of the Students Inactive Participation in the College English Classroom | 第14-15页 |
| ·The Factors to Affect Students' Oral English Output in Class | 第15-16页 |
| ·The Purpose of the Research Paper | 第16-18页 |
| 2 THEORIES RELATED TO SPEECH PRODUCTION | 第18-25页 |
| ·Speech Production Models | 第18-22页 |
| ·Levelt's Language Production Model | 第18-20页 |
| ·De Bot's Adapted Model | 第20-21页 |
| ·Anderson's Adaptive Control of Thought (ACT) | 第21-22页 |
| ·McLaughlin's Information Processing Model | 第22-23页 |
| ·The Output Hypothesis | 第23-25页 |
| 3 LITERATURE REVIEW OF ANXIETY | 第25-33页 |
| ·Concept of Anxiety | 第25页 |
| ·Types of Anxiety | 第25-28页 |
| ·Facilitative Anxiety and Debilitative Anxiety | 第26页 |
| ·Trait Anxiety, State Anxiety and Situation Specific Anxiety | 第26-28页 |
| ·Trait Anxiety | 第27页 |
| ·State Anxiety | 第27页 |
| ·Situation Specific Anxiety | 第27-28页 |
| ·Scales for Measuring Anxiety | 第28-29页 |
| ·Sources of Anxiety | 第29-31页 |
| ·Krashen's Affective Filter Hypothesis | 第31-33页 |
| 4 CASE STUDIES ON THE RELATIONSHIP BETWEEN COLLEGE ENGLISH CLASSROOM ORAL OUTPUT AND FOREIGN LANGUAGE CLASSROOM ANXIETY | 第33-45页 |
| ·Case Study 1:Current Oral Output State | 第33-39页 |
| ·Subjects | 第34页 |
| ·Instrument | 第34页 |
| ·Data Collection | 第34-35页 |
| ·Data Collation and Analysis | 第35页 |
| ·Results | 第35-39页 |
| ·Classroom Observation | 第35-38页 |
| ·Interview: | 第38-39页 |
| ·Case Study 2:Foreign Language Anxiety and Their Classroom Oral Participation | 第39-45页 |
| ·Subjects | 第39-40页 |
| ·Instruments | 第40-41页 |
| ·Procedures | 第41页 |
| ·Data Analysis and Findings | 第41-45页 |
| ·Feedback from Questionnaire: Overview of English Anxiety Level | 第41-42页 |
| ·Feedback from the Diaries and Interviews | 第42-43页 |
| ·Feedback from Classroom Observation:Language Anxiety and Students' Oral Participation in the Teaching | 第43-45页 |
| 5 DISCUSSION AND SUGGESTIONS FOR REDUCING ANXIETY AND PROMOTING COLLEG ENGLISH CLASSROOM ORAL OUTPUT | 第45-55页 |
| ·The Learners' Foreign Language Anxiety | 第45-47页 |
| ·Reducing Students' Foreign Language Anxiety | 第45-46页 |
| ·Encouraging Students' Oral Output | 第46-47页 |
| ·Classroom Climate | 第47-49页 |
| ·Establishing a Secure Language Environment | 第47-48页 |
| ·Building up a Sound Teacher-Student Relationship | 第48-49页 |
| ·Classroom Teaching Techniques | 第49-55页 |
| ·Offering Supportive Talk and Improving Questioning Strategies | 第50-51页 |
| ·Treating Oral Errors in Classroom Appropriately | 第51-52页 |
| ·Assigning Proper Tasks for Students and Adopting Proper Teaching Ways to Complete the Tasks | 第52-55页 |
| 6 CONCLUSIONS | 第55-58页 |
| ·Conclusions | 第55页 |
| ·Limitations of the Study | 第55-56页 |
| ·Recommendations for College English Learners | 第56页 |
| ·Suggestions for Further Study | 第56-58页 |
| BIBLIOGRAPHY | 第58-62页 |
| Appendix | 第62-66页 |
| 学位论文独创性声明 | 第66页 |
| 学位论文版权的使用授权书 | 第66页 |
