2. 考研
  3. In this section, there is a passage with TEN blanks. You are required to select one word for each blank from a list of fifteen c

In this section, there is a passage with TEN blanks. You are required to select one word for each blank from a list of fifteen c

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问题 In this section, there is a passage with TEN blanks. You are required to select one word for each blank from a list of fifteen choices given in a word bank following the passage. Read the passage through carefully before making your choices. You may not use any of the words in the bank more than once.
   apprehension    collide       down-spiraling    facilitates      far-reaching
   impinge         inhibits      intimately        orientation     pervasively
   provisionally     provoking    survive          toughness      vulnerability
   Anxiety is quite possibly the affective factor that most【C1】______obstructs the learning process. It is associated with negative feelings such as uneasiness, frustration, self-doubt, 【C2】______and tension. Heron (1989: 33) makes reference to what he terms existential anxiety, which arises out of a group situation and has three interconnected components that are relevant to the language classroom; ’Acceptance anxiety. Will I be accepted, liked, wanted? 【C3】______anxiety. Will I understand what is going on? ...Performance anxiety. Will I be able to do what I have come to learn?’
   It is not always how foreign language anxiety comes into being. For some people it may be a case of having been ridiculed for a wrong answer in class; for others it may have to do with factors unconnected with the language class itself. In many cases, the roots may be found in what Heron (1989; 33) terms archaic anxiety, which is ’ repressed distress of the past—the personal hurt, particularly of childhood, that has been denied so that the individual can【C4】______emotionally’ . Thus unhealed past wounds may【C5】______on present situations with potentially threatening elements.
   There are few, if any, disciplines in the curriculum which lay themselves open to anxiety production more than foreign or second language learning. There is a great deal of【C6】______involved in trying to express oneself before others in a shaky linguistic vehicle. It is possible in some cases that the methodology used can contribute to furthering anxiety. With the grammar-translation method one might assume a reduction of the possibility of anxiety, since the learners have relatively little of themselves invested in the activities required. However, with the advent of methods which focus on communication, and especially communication involving more personal aspects of one’s being, such as feelings, if care is not taken to provide an emotionally safe atmosphere, the chance for the development of anxiety-provoking situations can increase greatly. This is particularly true if at the same time the stakes involved are very high, such as in academic settings, where the evaluation of the learner can conceivably have【C7】______consequences.
   When anxiety is present in the classroom, there is a【C8】______effect. Anxiety makes us nervous and afraid and thus contributes to poor performance; this in turn creates even more anxiety and even worse performance. The feelings of fear and nervousness are【C9】______connected to the cognitive side of anxiety, which is worry. Worry wastes energy that should be used for memory and processing on a type of thinking which in no way【C10】______the tasks at hand. Although it is a major obstacle to language learning, anxiety can be reduced.
【C7】
选项
答案far-reaching
解析 分析句子结构可知，where引导的从句为定语从句，修饰settings，从句中，the evaluation of the learner为主语，can have为谓语，consequences为宾语，conceivably为状语，故所填词为修饰consequences的形容词。结合句中的in academic settings和the learner判断，far-reaching为答案。
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