初三学生英语阅读中情感因素、认知策略和成绩的相关性研究

发布时间：2018-04-23 00:24

本文选题：情感过滤假说 + 外语教学　；参考：《福建师范大学》2015年硕士论文

【摘要】：阅读作为外语学习过程中一种重要的输入方式,与学习者语言学习的成败密切相关。近年来,针对英语阅读学习所进行的研究可谓层出不穷。然而,目前有关于初三学生英语阅读学习过程中情感状况(动机、焦虑和自信)、阅读认知策略使用情况和阅读成绩的相关性研究却寥寥无几。鉴于此,本研究以克拉申(Krashen,1981)情感过滤假说为理论基础,通过采用实证研究的方法,对福建省福州市第十六中学初三(3)班和(4)班的学习者进行英语阅读学习问卷调查,目的在于了解初三学习者英语阅读学习过程中的情感状态和阅读认知策略使用情况,探讨语言学习中的情感因素、阅读认知策略和阅读成绩之间的关系。本研究使用SPSS19.0对问卷所获得的数据进行描述性统计分析、均值比较、皮尔森相关分析以及独立样本T检验等。研究结果发现,所调查的两个班中绝大多数学习者的阅读学习焦虑处在中等水平,总体自信程度处于中低度水平,但大部分学习者有中高度的阅读学习动机。就阅读认知策略的使用情况来看,两个班的学习者皆处于中等水平,能频繁地使用到认知策略的学习者少。认知策略使用多的学习者比使用少的学习者阅读成绩更好。研究还发现,动机、自信与阅读认知策略、阅读成绩呈正相关,即,学习者的自信、动机越强,越能在阅读学习中有效地运用认知策略,其阅读成绩也越好。焦虑与阅读认知策略、阅读成绩呈负相关,但低度的焦虑有利于学习者的阅读学习。本研究拓宽了对第二语言学习领域的研究,优化了对情感因素和英语阅读学习的实证研究,丰富了有关情感过滤假说的研究领域。对于改善初三学习者阅读学习情感状况和认知策略使用水平以及解决英语阅读学习中存在的问题具有一定的现实意义,有利于促进师生情感和认知的和谐发展。同时,本研究也为外语教学提供了一定的启示和借鉴。
[Abstract]:Reading, as an important input method in the process of foreign language learning, is closely related to the success or failure of learners' language learning. In recent years, the study of English reading learning can be described as endless. However, there are few researches on the relationship between the emotional status (motivation, anxiety and self-confidence), the use of reading cognitive strategies and the reading achievement. In view of this, the present study, based on Krashenn's hypothesis of affective filtering (1981), conducted a questionnaire survey on English reading learning among the students of Grade 3 (Grade 3) and Class No. 4 (No. 4) of Fuzhou Middle School in Fuzhou, Fujian Province, by using an empirical study method. The purpose of this study is to investigate the affective state and the use of reading cognitive strategies in the process of English reading learning, and to explore the relationship between affective factors, reading cognitive strategies and reading achievement in language learning. In this study, SPSS19.0 was used for descriptive statistical analysis, mean comparison, Pearson correlation analysis and independent sample T test. The results show that the majority of learners in the two classes surveyed have moderate reading anxiety and low overall confidence level, but most of them have medium and high reading motivation. In terms of the use of reading cognitive strategies, learners in both classes are at medium level, and fewer learners can use cognitive strategies frequently. Learners who use more cognitive strategies have better reading performance than those who use less. It is also found that motivation, self-confidence and reading achievement are positively correlated, that is, the stronger the learners' self-confidence and motivation, the more effective use of cognitive strategies in reading learning, and the better their reading scores. Anxiety is negatively correlated with reading cognitive strategies and reading scores, but low anxiety is beneficial to learners' reading learning. This study broadens the field of second language learning, optimizes the empirical research on affective factors and English reading learning, and enriches the research field of affective filtering hypothesis. It is of practical significance to improve the students' reading affective status and cognitive strategy use level and to solve the problems existing in English reading learning. It is helpful to promote the harmonious development of teachers and students' emotion and cognition. At the same time, this study also provides some enlightenment and reference for foreign language teaching.
【学位授予单位】：福建师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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