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西北地区大学生英语课堂焦虑研究

专 业: 英语语言文学  英文
关键词: 焦虑 英语课堂焦虑
分类号: I10  I04
形 态: 共 95 页 约 62,225 个字 约 2.976 M内容
阅 读: 全文阅读说明

内容摘要


自二十世纪七十年代以来,二语习得研究的重点就开始从教师教学向学生学习的角度转变,学习者的个性、情感因素受到越来越多的关注,因为教育者们意识到二语习得的成功与否在很大程度上是由学习者本身所决定的,其中情感因素的作用不可忽视,而克拉申的情感过滤假说认为学习者在二语习得中受影响的各种情感因素中,焦虑最具危害性、影响最大。

国外对于外语学习焦虑Foreign Language Anxiety的研究起步较早且理论也相对成熟,其代表人物Scovel,MacIntyre,Gardner,Lambert,Horwitz,Young等采用了多种研究方法,对于不同环境下的目的语学习及其与语言焦虑的关系进行了大量的研究,但其中鲜见对中国环境下外语学习中焦虑现象的研究。

在中国,学者们也逐步意识到包括焦虑在内的情感因素在外语教学当中的作用和影响,并发现中国大学生在英语学习上花费的时间长、精力多,然而与巨大的投入形成鲜明对比的是,他们的学习效果不尽如人意。

语言学家和外语教师们如刘润清、吴一安、戴曼纯、文卫平、吴丁娥等借鉴了西方的研究成果。

这些学者的研究对于进一步深化语言焦虑理论、促进中国英语教学起了非常重要的作用..……

全文目录


Acknowledgements
摘要
Chapter One Introduction
1.1 Overview of the Study
1.2 The Significance of the Study
1.3 The Structure of the Thesis
Chapter Two Theoretical Basis
2.1 Affective Domain
2.2 Krashen’s Input and Affective Filter Hypothesis
2.2.1 Krashen’s Input Hypothesis
2.2.2 Krashen’s Affective Filter Hypothesis
Chapter Three Literature Review
3.1 Definitions of Anxiety and Language Anxiety
3.1.1 Anxiety
3.1.2 Language Anxiety
3.2 Perspectives of Anxiety
3.2.1 Trait Anxiety
3.2.2 State Anxiety
3.2.3 Situation Specific Anxiety
3.3 Foreign Language Classroom Anxiety
3.3.1 Communication Apprehension
3.3.2 Test Anxiety
3.3.3 Fear of Negative Evaluation
3.4 Anxiety and Other Personal Factors
3.4.1 Anxiety and Gender
3.4.2 Anxiety and Family Background
3.4.3 Anxiety and Attitude
3.4.4 Anxiety and Self-esteem
3.4.5 Anxiety and Personality
Chapter Four Methodology
4.1 Research Purposes
4.2 Subjects
4.2.1 Participants in the Teachers’Questionnaire
4.2.2 Participants in the Students’Questionnaire
4.3 Instruments and Data Collecting Procedure
4.3.1 Questionnaire Design
4.3.1.1 Teachers’Questionnaire
4.3.1.2 Students’Questionnaire
4.3.1.3 Procedures for Conducting the Questionnaires
4.3.2 Class Observation and Interview Survey
4.3.2.1 Purpose
4.3.2.2 Content of the Interview
4.3.2.3 Participants in the Interview
4.3.2.4 Procedures for Conducting the Classroom Observation and Anxiety
Chapter Five Data Analysis
5.1 Statistical Analysis on Questionnaires
5.1.1 Statistical Analysis on Students’Questionnaires
5.1.1.1 Overview of the English Language Classroom Anxiety
5.1.1.2 Correlations of English Language Classroom Anxiety and Achievement
5.1.1.3 Correlations of English Language Classroom Anxiety Score and Its Four Fact
5.1.1.3.1 Correlations of English Language Classroom Anxiety Score and General Anxiety
5.1.1.3.2 Correlations of English Language Classroom Anxiety Score and Communication Apprehension
5.1.1.3.3 Correlations of English Language Classroom Anxiety Score and Fear of Negative Evaluation
5.1.1.3.4 Correlations of English Language Classroom Anxiety Score and Test Anxiety
5.1.1.4 The Relationship between English Language Classroom Anxiety and Personal Variables
5.1.1.4.1 The Relationship between English Language Classroom Anxiety and Gende
5.1.1.4.2 The Relationship between English Language Classroom Anxiety and Family Background Place of Birth
5.1.1.4.3 The Relationship between English Language Classroom Anxiety and Students’Attitudes towards English Learning
5.1.1.4.4 The Relationship between English Language Classroom Anxiety and Students^ Self-esteem towards English learning
5.1.1.4.5 The Relationship between English Language Classroom Anxiety and Students^Personality
5.1.2 Statistical Analysis on Teacher’s Questionnaires
5.2 Results of the Open Questions, the Interviews and the Class Observations
5.2.1 Analysis of Student’s Open Questions and Interviews
5.2.2 Analysis of Teacher’s Open Questions and Interviews
5.2.3 Analysis of Class Observations
Chapter Six Sources of English Language Classroom Anxiety and Suggestions to Alleviate English Language Classroom
6.1 Factors Contributing to Different English Language Classroom Anxiety Levels
6.1.1 Gender
6.1.2 Family Background
6.1.3 Attitude
6.1.4 Self-esteem
6.2 Potential Sources of English Language Classroom Anxiety
6.2.1 Listening and Speaking
6.2.2 Teaching Materials
6.2.3 Student’s Belief
6.2.4 Teacher’s Belief
6.2.5 Student-teacher Interaction
6.2.6 Classroom Atmosphere
6.2.7 Tests
6.3 Suggestions
6.3.1 Suggestions for Students
6.3.1.1 Recognize the English Language Classroom Anxiety
6.3.1.2 Raise Self-confidence
6.3.1.3 Use Proper Learning Strategy
6.3.2 Suggestions for Teachers
6.3.2.1 Realize the English Language Classroom Anxiety
6.3.2.2 Cooperative Learning
6.3.2.3 Give Proper Classroom Evaluation
6.3.2.4 Use Target Language and Mother Tongue Properly
6.3.2.5 Classroom Atmosphere
6.3.3 Suggestions for Administrators
Chapter Seven Conclusion
7.1 Conclusion
7.2 Limitations and Suggestions
Bibliography
Appendices
Appendix I 英语学习情况调查问卷
Appendix II 教师对于学生英语课堂学习焦虑认知及应对调查
Appendix III Scores of 25 questions in ELCAS

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