学位论文 > 优秀研究生学位论文题录展示

Study on English Classroom Anxiety of Non-english Major Freshmen in Independent Colleges-A Case Study of Haojing College of Shaanxi University of Science and Technology

作　者: 陈倩
导　师: 高艳贺
学　校: 西安外国语大学
专　业: 课程与教学论
关键词: 英语课堂焦虑独立学院一年级学生
分类号: G447
类　型: 硕士论文
年　份: 2013年
下　载: 21次
引　用: 0次
阅　读: 论文下载

内容摘要

随着20世纪60年代人本主义心理学的发展，情感因素在教育和语言学习中越来越受到重视。焦虑是情感因素中影响语言发展的最重要的因素之一。因此，对于学习者外语学习焦虑的研究不仅具有重要的理论价值，而且能在教学实践中为缓解学习者焦虑提供一些建议，改善外语学习的效果。本论文在Krashen的“语言输入假说”和“情感过滤假说”的基础上，分析引起独立学院一年级学生英语课堂焦虑的主要原因和男女生英语课堂焦虑的不同特点。研究主要回答以下问题：独立学院大学非英语专业一年级学生的英语课堂焦虑状况如何？引起焦虑的主要因素是什么？男女生的英语课堂焦虑程度是否存在显著差异？如果二者在性别上存在显著差异，那么在沟通焦虑、考试焦虑、担心负面评价三类构成因素中，哪些是导致差异的主要因素？研究者使用Horwitz(1986)的外语课堂学习焦虑量表对陕西科技大学镐京学院的一年级179名学生进行问卷调查，问卷的结果通过运行社会学分析统计软件（SPSS17.0）分析独立学院大学一年级学生的英语课堂焦虑的整体情况和男女生的英语课堂焦虑差异情况，然后研究者对12名被试进行了深度访谈。研究得到以下三个结论：独立学院的大学一年级学生普遍存在一定程度的英语课堂焦虑，考试焦虑是引起英语课堂焦虑的主要原因；尽管男生的英语课堂焦虑的平均分高于女生，但是男女生在英语课堂焦虑上不存在显著差异；在对调查问卷的33道题目进行独立样本t检验后发现男女生的显著差异主要表现在“担心负面评价”上。在随后的访谈中，进一步探究分析考试焦虑的原因，学生对于负面评价的态度及他们对英语学习课堂的期待等。在此研究结果的基础上，研究者提出了一些缓解英语课堂焦虑的建议。

全文目录

摘要  2-3
Abstract  3-8
1. Introduction  8-13
  1.1 Background of Research  8-10
  1.2 Purpose of Research  10-12
  1.3 Organization of Thesis  12-13
2. Literature Review  13-32
  2.1 The Definition of Anxiety  13-14
  2.2 Classifications of Anxiety  14-17
    2.2.1 Trait anxiety, State anxiety and Situational anxiety  14-16
    2.2.2 Debilitating anxiety and Facilitating anxiety  16-17
  2.3 Foreign Language Anxiety (FLA)  17-21
    2.3.1 The Definition of Foreign Language Anxiety  17-18
    2.3.2 The components of FLA  18-20
    2.3.3 The Manifestation of FLA  20-21
  2.4 Researches on FLA  21-29
    2.4.1 Researches on FLA abroad  21-25
    2.4.2 Researches on FLA in China  25-29
  2.5 The Theoretical Foundation of FLA  29-32
    2.5.1 The Input Hypothesis  29-30
    2.5.2 The Affective Filter Hypothesis  30-32
3. Research Procedure and Data Analysis  32-37
  3.1 The Objective of Research  32-33
  3.2 The Methodology of Research  33-37
    3.2.1 Subjects  33
    3.2.2 Instruments  33-35
      3.2.2.1 Foreign Language Classroom Anxiety Scale (FLCAS)  33-34
      3.2.2.2 Interview  34-35
    3.2.3 Research Procedure  35-37
4. Results and Discussion  37-66
  4.1 The overview of English Classroom Anxiety of the Freshmen in Independent College  37-41
  4.2 Differences in English Classroom Anxiety between Male and Female Freshmen of independent Colleges  41-46
  4.3 The findings of interview  46-57
    4.3.1 The Causes of Test anxiety  46-51
      4.3.1.1 Lack of self-confidence  46-48
      4.3.1.2 The Failure to Meet the Requirements of Colleges  48-49
      4.3.1.3 Low Self-esteem  49-50
      4.3.1.4 The Low Competence in Listening and Speaking English  50-51
    4.3.2 The Various Attitudes towards Negative Evaluation  51-53
    4.3.3 No Awareness of English Classroom Anxiety  53-54
    4.3.4 The Ways of Teachers’ Questioning  54-55
    4.3.5 The Serious Classroom Atmosphere  55-56
    4.3.6 The Expectations of the Freshmen  56-57
  4.4 Pedagogical Implications  57-66
    4.4.1 Building Students’ Self-confidence and Protecting Self-esteem  57-59
    4.4.2 Diversifying the Ways of Evaluations  59-60
    4.4.3 Proper Ways of Mistake Correction  60-61
    4.4.4 Awakening Freshmen’s Awareness of Anxiety  61-62
    4.4.5 Modifying the Ways of Teacher’s Questioning  62-63
    4.4.6 Relaxing and Lively Atmosphere  63-64
    4.4.7 The Harmonious Relationship between Students and Teacher  64-66
5. Conclusions  66-70
  5.1 Major Findings  66-68
  5.2 The Limitations of the Present Research  68
  5.3 The Suggestions for the Future Researches  68-70
References  70-78
Appendix I  78-80
Appendix II  80

Study on English Classroom Anxiety of Non-english Major Freshmen in Independent Colleges-A Case Study of Haojing College of Shaanxi University of Science and Technology

内容摘要

全文目录

相似论文