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關于學習者英語課堂焦慮的研究_英語論文.doc

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  • 更新時間:2013-08-13
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Abstract:Since 1970s, with the shift of the focus of educational process from the part of the teacher to that of the learner, more and more researchers both at home and abroad show their concerns about the learners’ affective factors and personality. A large amount of previous studies have shown that affective factors have great impact on the language achievements. Among the affective factors, anxiety is one of the pervasive obstructions in second/foreign language acquisition. Since China is a nation with many English learners, discussions on English classroom anxiety have both theoretical significance and practical value.

  This study investigated 65 English majors and 40 English teachers respectively in Xinxiang Medical University. By means of questionnaires, this research intends to find out the main factors causing English classroom anxiety and explore the causes leading to anxiety from both the teachers’ and the students’ aspects. Firstly, the writer designed the English Classroom Anxiety Scale based on Horwitz’s FLCAL to study the students’ anxiety factors quantitively and figure out the causes leading to English classroom anxiety. Secondly, from teachers’ point of view, this investigation intends to use the questionnaire to find out how much teachers know about the English classroom anxiety, how they deal with it so as to seek the effective methods to alleviate it.

  The major findings of the present study are as follows: all the students suffer more or less English classroom anxiety. The main factors leading to English classroom anxiety are the students’ attitude toward learning English, their confidence, their personality, classroom atmosphere, classroom interaction, teachers’ evaluation on the students’ performance and tests, etc.

  This thesis consists of five chapters. Chapter One gives a brief introduction to the thesis, including the motivation, the significance, research objectives and the organization of the thesis. Chapter Two is the literature review, presenting the definition of anxiety, foreign language anxiety, Horwitz et al’s construct of Foreign Language Classroom Anxiety Scale (FLCAS) and factors which facilitate or debilitate anxiety. It also describes the three approaches to anxiety. And three main components of language anxiety, namely communication apprehension, test anxiety and fear of negative evaluations are also presented. Chapter Three is the research design. Detailed information of the present study including the research questions, subjects, instruments, data collecting procedures and the statistical software of data analysis are described. Chapter Four is data analysis and discussion of the study. The last chapter summarizes the major findings of the research. And then some implications for students and teachers about how to reduce the English classroom anxiety are presented.

Key words: affective factors, anxiety, English classroom anxiety

 

摘要:二十世紀七十年代以來,隨著教學過程重心從教師向學習者的轉移,學習者的情感因素、個性受到國內外學者越來越多的關注。大量的研究表明,情感因素對語言成績有很大的影響。在眾多的情感因素中,焦慮是阻礙語言習得過程最主要的因素之一。我國擁有眾多英語學習者,因此,對于英語課堂焦慮的研究具有重要的理論意義和現實價值。

   本研究以新鄉醫學院外語系的65名學生和40名教師為研究對象,通過問卷調查,試圖從教師與和學生兩個維度尋找引起英語課堂焦慮的因素及原因。首先,本研究參照霍爾維茨的外語學習焦慮量表設計了英語課堂焦慮量表,對學生的焦慮因素進行定量研究,尋求引起英語課堂焦慮的原因;再者,作者通過問卷對教師進行調查,旨在了解教師對英語課堂焦慮的認知程度,教師在授課過程中對學生焦慮情緒的關注情況,從而尋求減輕學生英語課堂焦慮的有效方法。

   研究結果顯示:新鄉醫學院英語專業學生經歷都有不同程度的英語課堂焦慮。造成學生焦慮的主要因素有:學生學習英語的態度,學生的信心,學生的性格,學生課前準備情況,課堂氣氛,課堂互動,教師所使用的評價語言,考試等。

   本研究共有五章。第一章是本研究的總體介紹,包括研究動機、研究意義、研究目的和論文結構。第二章是文獻綜述部分,對焦慮的定義、外語學習焦慮、焦慮的種類等進行了回顧。第三章是研究設計部分,詳細介紹了研究問題、研究工具、研究對象、數據搜集過程和數據的分析。第四章是本研究的數據分析和討論。第五章是本研究的結論以及本研究對英語專業學生及英語教師就如何降低英語課堂焦慮的啟示。

關鍵詞:情感因素,焦慮,英語課堂焦慮

 

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