自我效能感与高中生英语学习焦虑的关系研究

发布时间：2018-10-31 13:19

【摘要】：现代社会对英语技能的要求日益增高,培养学生学习英语的兴趣、提高学生学习英语的效率和提升其英语应用能力已成为英语教育教学的重要任务之一。传统的英语教学重视学生英语基础知识的掌握与基本技能的训练,而对情感和认知因素有所忽视,成为了英语教学发展和学生英语能力有效提高的主要障碍之一。自我效能感和英语学习焦虑作为两个重要的情感因素,对英语学习的有效性发挥着重要的影响,广受英语教学与研究者的关注。然而,相关文献整理发现,针对高中生自我效能感与英语学习焦虑的关系的研究却相对较少。本研究以涉及情感因素对人类学习行为产生影响的Bandura的三元交互决定论、Maslow的人本主义理论,以及Krashen的情感过滤假说理论为基础,采用量化研究方法,通过FLCAS量表(交际畏惧、考试焦虑、负评价焦虑、英语课焦虑、恐惧英语课堂失败的焦虑五个维度)和GSES量表,对铜川市矿务局一中110名高一年级学生进行研究。主要目的是探究高中生自我效能感与英语课堂学习焦虑的关系,通过了解其英语学习焦虑的现状,分析引起焦虑的可能性因素,寻求合理调节与构建高中生自我效能感并降低其英语学习焦虑的策略。研究发现,自我效能感与高中生英语课堂学习焦虑中的三个维度都呈负相关,高中生在英语学习过程中存在一定程度的焦虑,可能存在的主要诱因是学生缺乏英语学习自信,缺少基本的英语文化知识等,表明二者之间也具有负相关性。因此,要降低高中学生的英语课堂学习焦虑,提升自我效能感是一条有效途径。为此,提出了若干教学建议。首先,设定恰当归因,更改学习目标,激发学习者自信心,减低失败的负面影响。其次,营造和谐舒适的教学环境,尊重学生,通过降低敏感的方法逐渐消弱焦虑或恐惧。第三,基于学生天赋教学,了解满足其不同层次的需求。第四,加强英语学习内省、认知和资源管理等主要策略的训练。
[Abstract]:With the increasing demand for English skills in modern society, it has become one of the important tasks of English teaching to cultivate students' interest in learning English, improve students' efficiency in learning English and improve their ability to use English. Traditional English teaching attaches great importance to the mastery of basic English knowledge and the training of basic skills, but neglects the emotional and cognitive factors, which has become one of the main obstacles to the development of English teaching and the effective improvement of students' English ability. As two important affective factors, self-efficacy and English learning anxiety play an important role in the effectiveness of English learning. However, there are relatively few studies on the relationship between high school students' self-efficacy and English learning anxiety. This study is based on Bandura's ternary interaction determinism, Maslow's humanism theory and Krashen's theory of emotional filtering hypothesis, which affect human learning behavior, and adopts the quantitative research method through the FLCAS scale (communicative fear). Test anxiety, negative evaluation anxiety, English class anxiety, anxiety about fear of English classroom failure) and GSES scale were used to study 110 senior one students in Tongchuan Mining Bureau. The main purpose of this study is to explore the relationship between high school students' self-efficacy and English classroom learning anxiety. The aim of this paper is to explore strategies to reasonably regulate and construct high school students' sense of self-efficacy and to reduce their anxiety in English learning. It is found that there is a negative correlation between self-efficacy and the three dimensions of high school students' English learning anxiety. There is a certain degree of anxiety in the process of senior high school students' English learning, and the main cause may be the lack of self-confidence in English learning among senior high school students. The lack of basic knowledge of English culture indicates that there is also a negative correlation between the two. Therefore, it is an effective way to reduce English classroom anxiety and improve self-efficacy of high school students. Therefore, some teaching suggestions are put forward. First of all, set appropriate attribution, change learning goals, stimulate learners confidence, and reduce the negative impact of failure. Secondly, create a harmonious and comfortable teaching environment, respect students and gradually reduce anxiety or fear by reducing sensitivity. Third, based on the teaching of students' talent, to understand and meet their different levels of needs. Fourth, strengthen the training of English learning introspection, cognition and resource management.
【学位授予单位】：延安大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

【共引文献】