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新建本科院校学生外语焦虑与学习策略的相关性研究

作　者: 王文霞
导　师: 郑丽华
学　校: 河北师范大学
专　业: 英语语言文学
关键词: 外语焦虑外语学习策略关系新建本科院校学生
分类号: H319
类　型: 硕士论文
年　份: 2010年
下　载: 74次
引　用: 0次
阅　读: 论文下载

内容摘要

语言学习策略和外语学习焦虑一直是广大研究者所关注的热门话题。近几年来,越来越多的研究者开始关注语言学习策略和外语学习焦虑这两者之间的关系。研究的对象有成年人,儿童,高中生等,但到目前为止,还没有人对新建本科院校的学生进行过研究。因此,本文探讨了对于新建本科院校学生外语焦虑和学习策略的关系。本研究以定量分析的方法对来自长治学院大二的201名新建本科院校学生进行了调查分析。定量研究采用了英语课堂焦虑问卷(FLCAS)(Horwitz,et,al:1986)和英语学习策略问卷(SILL)(Oxford:1990)以及英语四级成绩,所收集的数据用社会科学统计软件包(SPSS17.0)进行了描述性统计,独立样本T检验,一元方差分析以及皮尔逊相关统计分析和讨论。调查结果表明:(1)新建本科院校学生的英语焦虑程度整体较高,其中交际焦虑最为明显,且焦虑程度在性别和专业上的差异不显著,在不同英语水平的被试上存在显著差异;(2)新建本科院校学生的英语学习策略使用情况整体上偏低,平均值为2.6795,属于“偶尔使用”这一范畴,其中学生使用最多的是补偿策略,最少的是社交策略,且学习策略的使用在性别和专业上的差异不显著,在不同英语水平的被试上存在显著差异;(3)外语焦虑和学习策略的关系呈显著负相关:高,中,低焦虑学生在英语学习策略的使用上有差异。低焦虑组的学生在记忆,认知,补偿和元认知策略的使用上明显高于高焦虑组;在记忆,认知,和元认知策略的使用上低焦虑组高于高焦虑组;在认知策略上,中焦虑组显著高于高焦虑组:在情感和社交策略上,三组间没有显著性差异。但学生的焦虑程度越高,英语学习策略使用的频率就越低。最后,在进行调查研究的基础上,对新建本科院校的教学提出了几点建议:首先,教师应采取措施来降低学生的焦虑程度。其次,教师应积极掌握英语学习策略知识,将策略意识带入课堂。最后,由于不同焦虑程度的学生在使用学习策略上有所不同,教师在今后的教学中应进行相应的策略训练。

全文目录

Abstract  5-7
摘要  7-13
Chapter 1 Introduction  13-16
  1.1 Background of the study  13-14
  1.2 Purpose and significance of the study  14-16
Chapter 2 Literature Review  16-30
  2.1 Foreign language anxiety(FLA)  16-20
    2.1.1 Definitions and classifications of FLA  16-19
    2.1.2 Krashen’s “Affective Filter” Hypothesis  19
    2.1.3 Previous study of FLA in China and Abroad  19-20
  2.2 Language Learning Strategy (LLS)  20-26
    2.2.1 Definitions and classifications of LLS  21-24
    2.2.2 Previous study of LLS in China and Abroad  24-26
  2.3 Relationship study between FLA and LLS  26-30
    2.3.1 Ellis’s model  26-27
    2.3.2 Recent study of the relationship between FLA and LLS  27-30
Chapter 3 Methodology  30-36
  3.1 Research Questions  30
  3.2 Subjects  30-31
  3.3 Instruments  31-34
    3.3.1 Foreign Language Classroom Anxiety Scale (FLCAS)  31-32
    3.3.2 Strategy Inventory for Language Learning (SILL)  32-34
    3.3.3 CET-4 score  34
  3.4 Data collection and analysis procedures  34-36
Chapter 4 Results and Discussions  36-59
  4.1 Results  36-51
    4.1.1 Answers to research question 1  36-41
      4.1.1.1 Characteristics of FLA and its subscales for the newly-built-college students  36-39
      4.1.1.2 Differences of FLA between males and females  39
      4.1.1.3 Differences of FLA between arts and science  39-40
      4.1.1.4 Differences of FLA between high and low achievement groups  40-41
    4.1.2 Answers to research question 2  41-47
      4.1.2.1 Characteristics of LLS and its subscales for the newly-built-college students  41-44
      4.1.2.2 Differences of the use of LLS between males and females  44-45
      4.1.2.3 Differences of the use of LLS between arts and science  45-46
      4.1.2.4 Differences of the use of LLS between high and low achievement groups  46-47
    4.1.3 Answers to research question 3  47-51
      4.1.3.1 Comparisons of the use of LLS between groups of high, average and low anxieties  47-50
      4.1.3.2 Relationship analysis between FLA and LLS by Pearson’s product-moment correlation  50-51
  4.2 Discussions  51-56
    4.2.1 Discussions of the results in research question 1  51-54
      4.2.1.1 Discussions of the results on the characteristics of FLA and its subscales  51-52
      4.2.1.2 Discussions of the results on the differences of FLA between males and females  52-53
      4.2.1.3 Discussions of the results on the differences of FLA between arts and science  53
      4.2.1.4 Discussions of the results on the differences of FLA between high and low achievement groups  53-54
    4.2.2 Discussions of the results in study question 2  54-56
      4.2.2.1 Discussions of the results on the characteristics of LLS and its subscales  54-55
      4.2.2.2 Discussions of the results on the differences of the use LLS between males and females  55
      4.2.2.3 Discussions of the results on the differences of the use LLS between arts and science  55
      4.2.2.4 Discussions of the results on the differences of the use LLS between high and low achievement groups  55-56
  4.3 Discussions of the results in study question 3  56-59
Chapter 5 Conclusions, Implications and Recommendations  59-63
  5.1 Major findings in present study  59
  5.2 Pedagogical implications in present study  59-61
  5.3 Limitations and suggestions of the study  61-63
Bibliography  63-69
AppendixⅠ  69-71
Appendix Ⅱ  71-73
Appendix Ⅲ  73-74
Acknowledgements  74-75
Academic Achievements  75

新建本科院校学生外语焦虑与学习策略的相关性研究

内容摘要

全文目录

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