高一学生英语学习焦虑成因与对策研究

发布时间：2018-04-06 08:00

本文选题：高一新生　切入点：英语学习焦虑　出处：《四川师范大学》2015年硕士论文

【摘要】：摘要随着20世纪60年代人文主义心理学的兴起,越来越多的语言研究者和教学者意识到在外语学习中重视认知的同时情感因素也相当重要。焦虑作为最重要的情感因素之一,对外语学习效果的影响非常大。国外对于焦虑的研究始于20世纪六十年代,不同的学者采用各种方法对不同外语的学习与语言焦虑的关系进行了大量研究。国内关于外语焦虑的研究起步相对比较晚但发展迅速,研究对象也开始渐趋多样化,而针对高一新生的外语学习焦虑情绪的研究相对较少。高一新生正处于初中升高中的关键过渡期,减少他们的英语学习焦虑至关重要。为了探究高一新生英语学习焦虑存在的状态、产生的原因以及与相关变量之间的关系。本文采用定量和定性相结合的研究方法,运用Horwitz设计的外语课堂学习焦虑量表(FLCAS)以及学生背景信息合成的问卷对四川师范大学附属实验学校的127名高一新生进行调查以及后续的访谈来收集信息,并采用SPSS 13.0来分析数据。研究结果表明：学生在高一年级的英语学习中都表现出了不同程度的焦虑,其中中度焦虑的比例最大。产生焦虑的原因是多方面的,主观方面如过于在意别人的看法或者害怕犯错带来的负面评价,对初高中衔接的不重视和忽略情感因素在语言学习中的作用,客观原因诸如过多的考试导致的焦虑以及以高考为导向的课堂教学,个体差异等等都能会导致不同程度的焦虑产生。本文基于这些原因给出了具体可行的减少焦虑的措施。总体来说,过度的英语学习焦虑对英语成绩有不利的影响,因此在过渡时期语言的学习过程中不能忽视学习焦虑的存在。当学生的英语学习焦虑减少,学生才更能体会英语学习的乐趣,取得更大的进步。
[Abstract]:With the rise of humanism psychology in the 1960s, more and more language researchers and teachers realize that it is also important to attach importance to cognition and emotional factors in foreign language learning.Anxiety, as one of the most important affective factors, has a great influence on foreign language learning.The study of anxiety in foreign countries began in the 1960s. Different scholars have used various methods to study the relationship between foreign language learning and language anxiety.The research on foreign language anxiety in China started relatively late but developed rapidly, and the subjects of study began to be diversified, while the research on foreign language anxiety of freshmen in senior high school was relatively few.High school freshmen are in a critical transition from junior high to high school. It is important to reduce their anxiety in English learning.In order to explore the existing state of English learning anxiety, the causes of English learning anxiety and the relationship between English learning anxiety and related variables.In this paper, quantitative and qualitative research methods are used.Using Horwitz's Foreign language classroom Learning anxiety scale (FLCAS) and the questionnaire of students' background information synthesis, we investigated 127 freshmen in Sichuan normal University affiliated experimental school and conducted follow-up interviews to collect information.SPSS 13.0 was used to analyze the data.The results show that all the students in Grade one have different levels of anxiety, among which the proportion of moderate anxiety is the highest.There are many reasons for anxiety. Subjective aspects, such as being too concerned with others' views or being afraid of the negative evaluation brought about by mistakes, do not attach importance to the cohesion of junior high school and neglect the role of emotional factors in language learning.Objective reasons such as anxiety caused by too many tests and classroom teaching guided by college entrance examination, individual differences can lead to different levels of anxiety.Based on these reasons, this paper gives some practical measures to reduce anxiety.In general, excessive English learning anxiety has a negative impact on English achievement, so we can not ignore the existence of learning anxiety in the transitional language learning process.When students' anxiety in English learning is reduced, students can enjoy English learning more and make greater progress.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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