高中生英语学习焦虑研究

发布时间：2018-01-08 15:22

本文关键词：高中生英语学习焦虑研究　出处：《洛阳师范学院》2015年硕士论文　论文类型：学位论文

【摘要】：长期以来，焦虑作为影响语言学习的重要因素之一而被国内外学者研究。而学生的外语学习焦虑是随着时间而变化的，与之相关的因素也有相应的变化。本研究选取郑州两所高中随机抽取的286名学生和6名英语教师作为研究对象。因为英语在我国大部分的学校是作为外语课程开设的，那么本研究的目的就在于分析以英语作为外语的高中学生英语学习焦虑的现状及其相关因素，并从教师层面提出相应的策略。本研究将定量研究和定性研究结合起来，具体来说，就是采用描述性统计和半结构式访谈对外语课堂焦虑量表所得的数据和访谈资料进行分析，得出以下结果：(1)目前高中生英语学习焦虑水平普遍偏高，半数以上的学生在英语学习中非常紧张；(2)女生在交际恐慌，考试焦虑和对负面评价的焦虑各方面比男生焦虑；(3)文科学生和理科学生在英语学习焦虑水平上没有明显差异；(4)考试焦虑是高中学生英语学习的主要焦虑。在与英语教师的探讨和数据分析后，得出与高中学生英语学习焦虑相关的因素:(1)学生该年龄阶段的心理特点；(2)不切实际的期望与盲目的竞争心理；(3)性别差异；(4)他们长期以来的传统学习状态；(5)教师的教学方法；(6)课堂上教师言语的难度水平等。根据这些有关因素，本研究将英语教学与心理学结合起来，针对英语教师提出了一些实用的教学策略来应对或减轻高中学生英语学习的焦虑。(1)英语教师可以采取相应措施帮助学生应对已存在的焦虑状况；(2)教师应帮助培养学生的情绪能力；(3)教师可通过改变课堂结构来创造轻松的课堂环境，开展适当的活动；(4)改变教学方法，使用分层次教学法来减轻学生的英语学习焦虑。如果这些策略都可以得到坚持有效的实施，那么学生英语学习的焦虑就会很大程度上减少，同时他们的英语学习效率也会增加。然而，使所有的这些策略能够有效实施的完美的情况是几乎不存在的。与学生英语学习焦虑有关的因素是非常复杂的，还需要更多的研究。英语教师要及时反思自己的课堂教学，关注学生焦虑的有关因素，并适当调整自己的教学。
[Abstract]:For a long time, anxiety, as one of the important factors affecting language learning, has been studied by scholars at home and abroad, and students' anxiety in foreign language learning changes with time. In this study, 286 randomly selected students and 6 English teachers from two high schools in Zhengzhou were selected as the subjects of the study, because English is taught as a foreign language in most schools in China. Cheng opened it. The purpose of this study is to analyze the current situation and related factors of English learning anxiety among senior high school students who use English as a foreign language. And put forward the corresponding strategies from the teacher level. This study combines quantitative research and qualitative research, specifically speaking. Descriptive statistics and semi-structured interviews are used to analyze the data and interview data obtained from the Foreign language classroom anxiety scale (EFL). The following results are obtained: 1) at present, the English learning anxiety level of senior high school students is generally high. More than half of the students are very nervous in their English study. 2) female students are more anxious than boys in communication panic, test anxiety and negative evaluation; (3) there is no significant difference in English learning anxiety between liberal arts students and science students; Test anxiety is the main anxiety of senior high school students in English learning. The psychological characteristics of high school students at this age stage are obtained by analyzing the factors related to English learning anxiety in senior high school students: 1. (2) unrealistic expectations and blind competitive psychology; Gender differences; (4) their traditional learning state for a long time; (5) Teachers' teaching methods; 6) the difficulty level of teacher's speech in class. According to these relevant factors, this study combines English teaching with psychology. Some practical teaching strategies are put forward for English teachers to cope with or alleviate the anxiety of senior high school students. (1) English teachers can take appropriate measures to help students cope with the existing anxiety; 2) Teachers should help develop students' emotional ability; Teachers can create a relaxed classroom environment and carry out appropriate activities by changing the classroom structure; Change the teaching method and use the hierarchical teaching method to alleviate the students' anxiety in English learning. If these strategies can be implemented effectively, students' anxiety in English learning will be greatly reduced and their English learning efficiency will increase. The perfect situation in which all these strategies can be implemented effectively is almost non-existent. The factors related to students' English learning anxiety are very complex. English teachers should reflect on their classroom teaching, pay attention to the related factors of students' anxiety, and adjust their teaching appropriately.
【学位授予单位】：洛阳师范学院
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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