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贵州大学非英语专业大学生英语听力焦虑研究

作　者: 刘泓
导　师: 王志云
学　校: 贵州大学
专　业: 英语语言文学
关键词: 听力焦虑听力水平学习者个人因素根源
分类号: H319.9
类　型: 硕士论文
年　份: 2006年
下　载: 409次
引　用: 3次
阅　读: 论文下载

内容摘要

近年来，外语学习者情感因素之一——焦虑的研究引起了众多学者的兴趣。但是，大部分研究把重心放在宽泛的外语焦虑感，忽略了与各种语言学习技能相关的焦虑情绪。本文综合采用定量和定性的研究方法，旨在对以贵州大学为代表的非英语专业大学生的听力焦虑问题进行系统化的实证研究。定量研究着重考察了英语学习者的听力焦虑状况，以及听力焦虑和外语学习焦虑、听力水平、听力策略、学习者背景因素这四个变量之间的关系。定性研究进一步探讨了听力焦虑的根源。本文的研究对象为贵州大学人文社科类184名二年级大学生。研究工具为听力焦虑量表、外语学习焦虑量表、听力策略量表和三种考试分数：英语期末考试分数、英语期末考试中听力部分所得分数、英语听力测试分数。在定性研究中，10名学生参加了访谈。量的研究发现在非英语专业的大学生中确实存在着中度的听力焦虑，且与外语学习焦虑既相关又有区别。听力焦虑与听力水平呈显著负相关：听力策略的有效使用可降低听力焦虑。研究还显示，听力焦虑与自我评估的听力水平和焦虑水平呈显著的负相关，但与每天练习听力的时间和掌握听力的动机这两个变量没有显著的相关性。听者性别及专业这两个变量在听力焦虑中不会引起太大的变化。质的研究除了进一步验证量的研究成果之外，还显示了5个引起学习者听力焦虑的可能性根源，即听力理解的特点、听力材料的特点、听力任务的特点、中国的英语教育体制、以及整体英语水平和听力水平。本研究的重要启示是英语教师要意识到听力焦虑会影响听力成绩，同时要教会学生一些策略以降低焦虑，从而更有效地听英语。

全文目录

Abstract in English  4-6
Abstract in Chinese  6-7
Acknowledgements  7-12
List of Tables  12-13
List of Figures  13-14
Abbreviations Used in This Thesis  14-15
Chapter One Introduction  15-21
  1.1 Research background  15-17
  1.2 Purpose of the study  17-18
  1.3 Significance of the study  18-19
  1.4 Organization of the thesis  19-21
Chapter Two A Review of Related Literature  21-42
  2.1 An overview  21
  2.2 Research on listening comprehension  21-25
    2.2.1 Definition of listening comprehension  22-23
    2.2.2 Characteristics of listening comprehension  23-24
    2.2.3 Factors influencing listening comprehension  24
    2.2.4 Role of listening comprehension in language learning  24-25
    2.2.5 A critique of research on listening comprehension  25
  2.3 Research on foreign language anxiety  25-34
    2.3.1 Nature of language anxiety  25-29
      2.3.1.1 Definition of language anxiety  25-26
      2.3.1.2 Anxiety impact on language learning  26-27
      2.3.1.3 Approaches in anxiety study  27-29
    2.3.2 Identification of foreign language anxiety  29
    2.3.3 Empirical studies on foreign language anxiety  29-31
    2.3.4 Three language-skill-specific anxiety studies:speaking, reading and writing  31-33
    2.3.5 A critique of research on foreign language anxiety  33-34
  2.4 Research on foreign language listening anxiety  34-40
    2.4.1 Identification of foreign language listening anxiety  34-35
    2.4.2 Empirical studies on foreign language listening anxiety  35-40
      2.4.2.1 Foreign language listening anxiety and listening proficiency  35-37
      2.4.2.2 Foreign language listening anxiety and learner background factors  37-39
      2.4.2.3 Foreign language listening anxiety and listening strategies  39
      2.4.2.4 Potential sources of foreign language listening anxiety  39-40
    2.4.3 A critique of research on foreign language listening anxiety  40
  2.5 Summary  40-42
Chapter Three Methodology  42-52
  3.1 An overview  42
  3.2 Research questions  42-43
  3.3 Subjects  43-45
    3.3.1 Participants of the quantitative study  43-44
    3.3.2 Participants for the qualitative study  44-45
  3.4 Instruments  45-49
    3.4.1 Quantitative study  45-48
    3.4.2 Qualitative study  48-49
  3.5 Pilot study  49
  3.6 Data collection procedures  49-51
    3.6.1 Quantitative study  49-50
    3.6.2 Qualitative study  50-51
  3.7 Data analysis procedures  51-52
    3.7.1 Quantitative analysis  51
    3.7.2 Qualitative analysis  51-52
Chapter Four Research Results  52-77
  4.1 Results of the pilot study  52
  4.2 Reliability analysis of the LAS, the FLCAS~* and the LSS  52-54
  4.3 Participant characteristics  54-56
  4.4 The LAS/FLCAS~*/LSS indexes and self-perceived attributes  56-59
  4.5 Relationships between LAS/FLCAS~*/LSS indexes and other variables: correlation analysis  59-69
    4.5.1 Correlation between LAS and other variables  59-61
    4.5.2 Correlation between FLCAS~* and other variables  61-63
    4.5.3 Correlation between LSS and other variables  63-65
    4.5.4 Correlation among other variables  65-69
  4.6 ANOVA analysis of the variance  69-72
  4.7 Qualitative analysis  72-77
    4.7.1 Categorization of respondents' opinions on EFL listening anxiety  72
    4.7.2 Analysis of the sources of EFL listening anxiety  72-77
Chapter Five Discussion  77-93
  5.1 An overview  77
  5.2 Reliability and validity of the instruments  77-78
  5.3 Discussion of the findings  78-92
    5.3.1 Findings about the EFL listening anxiety  78-80
    5.3.2 Relationship between LAS and FLCAS~*  80-81
    5.3.3 Relationship between listening anxiety and listening proficiency  81-83
    5.3.4 Relationship between listening anxiety and listening strategy  83
    5.3.5 Influence of learner background factors  83-85
    5.3.6 Additional findings  85-87
    5.3.7 A tentative model for examination of EFL listening anxiety  87-90
    5.3.8 Sources of EFL listening anxiety  90-92
  5.4 Summary  92-93
Chapter Six Conclusions  93-98
  6.1 An overview  93
  6.2 Major findings  93-94
  6.3 Implications  94-97
    6.3.1 Theoretical implications  94-95
    6.3.2 Methodological implications  95-96
    6.3.3 Practical implications  96-97
  6.4 Limitations of the study and recommendations for future research  97-98
References  98-106
Appendixes  106-121
  Appendix 1: Questionnaire  106-112
  Appendix 2: Questionnaire  112-116
  Appendix 3: Students' data for analysis  116-120
  Appendix 4: Discussion guide for focus group interviews  120-121
原创性声明  121
关于学位论文使用授权的声明  121-122
中文详细摘要  122-130

贵州大学非英语专业大学生英语听力焦虑研究

内容摘要

全文目录

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