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成人英语学习策略与焦虑研究

作　者: 国俊
导　师: 黄萍
学　校: 重庆大学
专　业: 外国语言学及应用语言学
关键词: 语言学习策略外语焦虑成人英语学习者元认知策略培训考试焦虑
分类号: H319
类　型: 硕士论文
年　份: 2006年
下　载: 390次
引　用: 2次
阅　读: 论文下载

内容摘要

语言学习策略和外语焦虑长期以来都是广大语言研究者所探讨的两个热门话题。近年来,越来越多的研究者开始关注语言学习策略和外语焦虑之间的关系,但针对中国成人英语学习者的研究较少,几乎没有相关文献涉及通过策略培训降低成人学习者外语焦虑。本文就此进行了探讨。首先,通过问卷调查了成人英语学习策略和焦虑的特点及两者之间的关系,120名重庆大学继续教育学院脱产专升本学生参加了此次调查,运用一元方差分析(One-way ANOVA)和皮尔逊相关分析(Spearson correlations)等统计方法对调查数据进行了统计。此后,本文进行了个案研究,尝试通过策略培训降低成人英语学习焦虑(通过元认知策略培训降低成人英语学习者考试焦虑),18名高焦虑组成人英语学习者作为培训对象参加了本次个案研究,采用了讨论、日记、访谈等多种研究手段。结果表明:成人英语学习者普遍经历焦虑水平较高而运用语言学习策略水平交低;高、中、低三种不同焦虑程度成人英语学习者在使用语言策略上显著不同;焦虑类型与策略运用类型成显著负相关关系,尤其是元认知策略与考试焦虑之间负相关程度最高;元认知策略培训能有效地降低成人英语学习者的考试焦虑。本项研究对于成人英语教学的意义在于:应当给予成人英语学习策略和焦虑高度重视,可以考虑将策略培训融入到教学当中以降低成人英语学习焦虑,帮助成人英语学习者自主学习提高学习效率。

全文目录

中文摘要  4-5
ABSTRACT  5-6
TABLE OF CONTENTS  6-8
CHAPTER ONE INTRODUCTION  8-10
  1.1 Background of the Research  8-9
  1.2 Purpose of the Research  9
  1.3 Outline of the Dissertation  9-10
CHAPTER TWO LITERATURE REVIEW  10-21
  2.1 Literature Review on Language Learning Strategy (LLS)  10-16
    2.1.1 Definitions and Classifications of LLS  10-13
    2.1.2 Research on LLS Abroad and in China  13-16
  2.2 Literature on Foreign Language Anxiety (FLA)  16-19
    2.2.1 Definitions and Classifications of FLA  16-17
    2.2.2 Influence of FLA on Foreign Language Learning  17
    2.2.3 Causes and Correlates of FLA  17-19
    2.2.4 FLA of Adult Learners  19
  2.3 Literature on the Relationship between LLS and FLA  19-20
  2.4 Summary  20-21
CHAPTER THREE RESEARCH METHOD  21-26
  3.1 Research Question  21
  3.2 Research Design  21
  3.3 Quantitative Research  21-23
    3.3.1 Subjects  21-22
    3.3.2 Instruments  22-23
    3.3.3 Data Collection  23
  3.4 Qualitative Research  23-26
    3.4.1 About the Trainees  23-24
    3.4.2 Means of Training  24-25
    3.4.3 Data Collection  25-26
CHAPTER FOUR RESULTS AND DISCUSSION TO ADULT LEARNERS’LLS AND FLA  26-41
  4.1 Results and Discussion to the First Research Question  26-32
    4.1.1 Results and discussion to LLS Characteristics for Adult Learners  26-29
    4.1.2 Results and Discussion to FLA characteristics for Adult Learners  29-32
  4.2 Results and Discussion to the Second Research Question  32-41
    4.2.1 Relationship between FLA levels and LLS use for Adult Learners  32-36
    4.2.2 Relationship between FLA types and LLS use for Adult Learners  36-38
    4.2.3 Summary  38-41
CHAPTER FIVE REDUCE ADULT LEARNERS’TEST ANXIETY BY METACOGNITIVE STRATEGY TRAINING  41-53
  5.1 Metacognitve Strategy Training  41-43
  5.2 Results and Discussion  43-50
    5.2.1 Results and Discussion to Phase1—Arousing Metacognitive Awareness  44-46
    5.2.2 Results and Discussion to Phase2—Helping Trainees Use Metacognitive strategies  46-49
    5.2.3 Results and Discussion to Phase 3—Self-training  49-50
  5.3 Evaluation  50-52
  5.4 Summary  52-53
CHAPTER SIX CONCLUSION  53-56
  6.1 Findings of the Study  53
  6.2 Implications of the Study  53-54
  6.3 Limitations of the Study  54
  6.4 Suggestions for Further Research  54-56
ACKNOWLEDGEMENTS  56-57
REFERENCES  57-62
APPENDIX 1  62-68
APPENDIX 2  68-72
APPENDIX 3  72-76
APPENDIX 4  76-79
APPENDIX 5  79-80
独创性声明  80
学位论文版权使用授权书  80

成人英语学习策略与焦虑研究

内容摘要

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