高中英语学困生英语学习焦虑的研究
发布时间：2019-01-19 18:47
【摘要】：本文旨在调查高中英语学困生英语学习焦虑的情况。研究的理论基础为人本主义心理学,克拉申的情感过滤假说和输入假说。本研究的意义是帮助教师有针对性的找到合适的教学方法,降低学困生的英语学习焦虑,提高其英语学习成绩。具体研究问题包括：1、高中英语学困生英语学习焦虑的总体现状如何?2、不同性别的高中英语学困生的英语学习焦虑有何差异?如果有,差异主要表现在哪些方面?3、高中英语学困生的英语学习焦虑和成绩是否存在相关?如何相关?本研究的参与者为90名江苏省邗江中学高二学生。他们是按照期中考试英语成绩排名来选择的,成绩排在十个班级的后百分之二十的将被选为研究对象。研究工具为问卷。问卷于2015年1月27日进行,经过筛选,仅有80名学生的问卷对本研究是有效的。随后从他们当中随机抽取20名进行访谈。最后用SPSS19.0对所有的数据分析。描述性分析用来分析高中英语学困生的英语学习焦虑现状以及男女生英语学习焦虑差异性,相关性分析用来分析学困生英语学习焦虑和学习成绩的关系。结果如下：首先,高中英语学困生在英语学习中确实存在着较高水平的焦虑。焦虑平均值为103.29,标准差为16.94。根据结果,焦虑值高于110分的学困生属于高焦虑组,占总人数的46.25%,介于90到110分的学困生属于中等焦虑组,占总人数的35%,低于90分的学困生属于低焦虑组,只占总人数的18.75%。高焦虑组的四种焦虑成分的平均值都高于低焦虑组。就考试焦虑而言,高焦虑组的焦虑平均值为3.86,高于低焦虑组的2.96；就负评价焦虑而言,高焦虑组的平均值为3.56,高于低焦虑组的2.37；就交际焦虑而言,高焦虑组的平均值为3.67,高于低焦虑组的2.33；就一般语言焦虑而言,高焦虑组的平均值为3.46高于低焦虑组的2.57。这表明高程度焦虑学困生更担心他们的英语。其次,男学困生和女学困生在英语学习焦虑上存在差异。总体而言,男学困生比女学困生更易焦虑,因为男学困生的焦虑平均值为106.87,女学困生的焦虑平均值为101.02。就高焦虑组而言,男学困生占的人数比女学困生多(男学困生占51.61%,女学困生占42.86%)。就低焦虑组而言,男学困生占的人数没有女学困生多(男学困生占16.13%,女学困生占20.41%)。这可能是由于女学困生对英语相对感兴趣些。对于英语学习焦虑的四种成分而言,男学困生各项焦虑的平均值均高于女学困生。就考试焦虑而言,男学困生更加害怕考试,因为男学困生对问卷中该类问题的平均分为3.47,高于女学困生的3.45。就交际焦虑而言,男学困生更加恐惧交际,因为男学困生对问卷中此类问题的平均分为3.25,高于女学困生的2.99。就负评价焦虑而言,男学困生更加畏惧他人的负面评价,因为男学困生对此类问题的平均分为3.24,高于女学困生的3.07。一般语言焦虑方面,男学困生的焦虑平均值也是比女学困生高,男学困生的焦虑平均值是3.14,女学困生的焦虑平均值是3.00。最后,高中英语学困生的英语学习焦虑与英语成绩存在负相关(r=-9.22,p=.000),这表明学困生的焦虑水平越高,成绩将会越低。此外,每种焦虑都会影响英语成绩,负评价焦虑和成绩成负相关(r=-.796,p=.000),考试焦虑与成绩成负相关(r=-.528,p=.000)。一般语言焦虑与成绩也是负相关(r=-.726,p=.000),交际焦虑与成绩相关性最高(r=-.863,p=.000)。某种程度上来说,低焦虑水平的学生往往更易获得高分数。本研究也提供了一些启示。首先,英语教师应该采用灵活的教学方法来激发学生的学习兴趣,降低学生的英语学习焦虑。此外,教师应该教师应该要十分熟悉教材,控制难度。当问问题时,应该考虑不同学生的能力,尤其是要考虑学困生。第二,英语老师应该要时刻考虑到个体差异,当授课时,应该考虑性别差异,帮助男女生共同取得进步。第三,教师应该改变评价方式,形成性评价更有利于学生的长期发展。本研究存在三个缺陷。首先,样本容量不够大,无法将研究结果推广到全体高中学生。第二,问卷主要来自Horwitz,但是这完全是不够的。此外,按照一次考试成绩认定学生的英语学习能力这是不科学的,一两次考试并不能反映学生的实际能力。第三,外语学习是个复杂的过程,受到很多因素的影响。本研究只研究了性别,但是其它变量比如家庭背景,文化,种族等都未涉及。
[Abstract]:The purpose of this paper is to investigate the situation of English learning anxiety in high school English. The theoretical basis of the study is the humanism psychology, the Krashen's emotional filtering hypothesis and the input hypothesis. The significance of this study is to help the teachers to find the appropriate teaching methods, to reduce the English learning anxiety of the students and to improve their English learning performance. The specific research questions include: 1. What is the overall situation of English learning anxiety in high school English? 2. What's the difference between English learning and anxiety of senior middle school students with different sex? If so, what are the main manifestations of the difference? 3. Is the English learning anxiety and achievement related to the high school English learning difficulties? How is it relevant? The participants in this study are 90 high-grade students in the Jiangsu Province. They were selected by the mid-term exam English score, and the score of 20 percent of the ten classes will be selected as the study object. The study tool was a questionnaire. The questionnaire was conducted on January 27, 2015, with only 80 students' questionnaire valid for this study. Twenty-one interviews were then taken out of them. Finally, all data was analyzed with SPSS19.0. The descriptive analysis is used to analyze the current situation of English learning anxiety in high school English learning and the differences in the study anxiety of male and female students. The correlation analysis is used to analyze the relationship between the learning anxiety and the academic achievement of the students. The results are as follows: First, the high school English learning difficulty in the English study really has a high level of anxiety. The average anxiety was 103.29 and the standard deviation was 16.94. According to the results, the students with higher anxiety than 110 points belong to the high-anxiety group, accounting for 46. 25% of the total number. The students who are from 90 to 110 belong to the middle-anxiety group, accounting for 35% of the total number, and the lower-than-90-part of the school students belong to the low-anxiety group, accounting for only 18.75% of the total number. The average value of the four anxious components in the high-anxiety group was higher than that of the low-anxiety group. In terms of the test anxiety, the average anxiety of the high-anxiety group was 3.86, which was higher than that of the low-anxiety group. The mean value of the high-anxiety group was 3.56, which was higher than that of the low-anxiety group. The mean value of the high-anxiety group was 3.67, which was higher than that of the low-anxiety group. In the case of general-language anxiety, the average of the high-anxiety group was 3.46 higher than that of the low-anxiety group. This suggests that a high degree of anxiety is more worrying about their English. Second, there is a difference in the anxiety of the English study by the male and the female students. In general, the male students are more anxious than the female students, because the average anxiety of the male students is 106.87, and the average anxiety of the female students is 101.02. In the case of the high-anxiety group, the number of the male students is more than that of the female students (the number of the male students is 51. 61%, and the number of female students is 42. 86%). In the case of low-anxiety group, the number of male students was not more than that of female students (16. 13% of male students, and 20.41% for female students). This may be due to the fact that female students are more interested in English. For the four components of English study anxiety, the average of the anxiety of the male students is higher than that of the female students. In the case of the test anxiety, the male students are more afraid of the examination, because the average of the problems in the questionnaire is 3.47, which is higher than that of the female students. In the case of communication anxiety, the male students are more afraid of communication, because the average score of such problems in the questionnaire is 3.25, which is higher than that of the female students. In the case of negative evaluation anxiety, the male students are more afraid of the negative evaluation of others, because the average of such problems is 3.24, which is higher than that of the female students. In general, the average anxiety of the male students is higher than that of the female students. The average anxiety of the male students is 3.14, and the average anxiety of the female students is 3.00. Finally, there is a negative correlation between English learning anxiety and English achievement in senior middle school (r =-9.22, p =. 000), which indicates that the higher the level of anxiety and the lower the score will be. In addition, each anxiety had a negative correlation (r =-. 796, p =. 000), with negative correlation between the anxiety and the score (r =-. 528, p =. 000). There was a negative correlation between general language anxiety and performance (r =-. 726, p =. 000), and the highest correlation between communication anxiety and performance (r =-. 863, p =. 000). To some extent, students with low levels of anxiety are often more likely to get a high score. The study also provides some enlightenment. First, the English teacher should adopt the flexible teaching method to stimulate the students' interest in learning and reduce the students' English learning anxiety. in addition, that teacher should be very familiar with the teaching materials and control the difficulty. When asked, the ability of different students should be taken into account, especially considering the difficulty of learning. Second, the English teacher should take time to take into account individual differences, and when teaching, the gender difference should be taken into account to help both men and women make progress. Third, teachers should change the way of evaluation, and the formative assessment is more conducive to the long-term development of the students. There are three defects in this study. First, the sample size is not large enough, and the results of the study cannot be extended to all high school students. Second, the questionnaire is mainly from Horwitz, but this is not enough. In addition, according to the examination result, the students' English learning ability is not scientific, and the two examinations do not reflect the actual ability of the students. Third, foreign language learning is a complicated process and is affected by many factors. The study only studies gender, but other variables such as family background, culture, race, etc. are not involved.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
[Abstract]:The purpose of this paper is to investigate the situation of English learning anxiety in high school English. The theoretical basis of the study is the humanism psychology, the Krashen's emotional filtering hypothesis and the input hypothesis. The significance of this study is to help the teachers to find the appropriate teaching methods, to reduce the English learning anxiety of the students and to improve their English learning performance. The specific research questions include: 1. What is the overall situation of English learning anxiety in high school English? 2. What's the difference between English learning and anxiety of senior middle school students with different sex? If so, what are the main manifestations of the difference? 3. Is the English learning anxiety and achievement related to the high school English learning difficulties? How is it relevant? The participants in this study are 90 high-grade students in the Jiangsu Province. They were selected by the mid-term exam English score, and the score of 20 percent of the ten classes will be selected as the study object. The study tool was a questionnaire. The questionnaire was conducted on January 27, 2015, with only 80 students' questionnaire valid for this study. Twenty-one interviews were then taken out of them. Finally, all data was analyzed with SPSS19.0. The descriptive analysis is used to analyze the current situation of English learning anxiety in high school English learning and the differences in the study anxiety of male and female students. The correlation analysis is used to analyze the relationship between the learning anxiety and the academic achievement of the students. The results are as follows: First, the high school English learning difficulty in the English study really has a high level of anxiety. The average anxiety was 103.29 and the standard deviation was 16.94. According to the results, the students with higher anxiety than 110 points belong to the high-anxiety group, accounting for 46. 25% of the total number. The students who are from 90 to 110 belong to the middle-anxiety group, accounting for 35% of the total number, and the lower-than-90-part of the school students belong to the low-anxiety group, accounting for only 18.75% of the total number. The average value of the four anxious components in the high-anxiety group was higher than that of the low-anxiety group. In terms of the test anxiety, the average anxiety of the high-anxiety group was 3.86, which was higher than that of the low-anxiety group. The mean value of the high-anxiety group was 3.56, which was higher than that of the low-anxiety group. The mean value of the high-anxiety group was 3.67, which was higher than that of the low-anxiety group. In the case of general-language anxiety, the average of the high-anxiety group was 3.46 higher than that of the low-anxiety group. This suggests that a high degree of anxiety is more worrying about their English. Second, there is a difference in the anxiety of the English study by the male and the female students. In general, the male students are more anxious than the female students, because the average anxiety of the male students is 106.87, and the average anxiety of the female students is 101.02. In the case of the high-anxiety group, the number of the male students is more than that of the female students (the number of the male students is 51. 61%, and the number of female students is 42. 86%). In the case of low-anxiety group, the number of male students was not more than that of female students (16. 13% of male students, and 20.41% for female students). This may be due to the fact that female students are more interested in English. For the four components of English study anxiety, the average of the anxiety of the male students is higher than that of the female students. In the case of the test anxiety, the male students are more afraid of the examination, because the average of the problems in the questionnaire is 3.47, which is higher than that of the female students. In the case of communication anxiety, the male students are more afraid of communication, because the average score of such problems in the questionnaire is 3.25, which is higher than that of the female students. In the case of negative evaluation anxiety, the male students are more afraid of the negative evaluation of others, because the average of such problems is 3.24, which is higher than that of the female students. In general, the average anxiety of the male students is higher than that of the female students. The average anxiety of the male students is 3.14, and the average anxiety of the female students is 3.00. Finally, there is a negative correlation between English learning anxiety and English achievement in senior middle school (r =-9.22, p =. 000), which indicates that the higher the level of anxiety and the lower the score will be. In addition, each anxiety had a negative correlation (r =-. 796, p =. 000), with negative correlation between the anxiety and the score (r =-. 528, p =. 000). There was a negative correlation between general language anxiety and performance (r =-. 726, p =. 000), and the highest correlation between communication anxiety and performance (r =-. 863, p =. 000). To some extent, students with low levels of anxiety are often more likely to get a high score. The study also provides some enlightenment. First, the English teacher should adopt the flexible teaching method to stimulate the students' interest in learning and reduce the students' English learning anxiety. in addition, that teacher should be very familiar with the teaching materials and control the difficulty. When asked, the ability of different students should be taken into account, especially considering the difficulty of learning. Second, the English teacher should take time to take into account individual differences, and when teaching, the gender difference should be taken into account to help both men and women make progress. Third, teachers should change the way of evaluation, and the formative assessment is more conducive to the long-term development of the students. There are three defects in this study. First, the sample size is not large enough, and the results of the study cannot be extended to all high school students. Second, the questionnaire is mainly from Horwitz, but this is not enough. In addition, according to the examination result, the students' English learning ability is not scientific, and the two examinations do not reflect the actual ability of the students. Third, foreign language learning is a complicated process and is affected by many factors. The study only studies gender, but other variables such as family background, culture, race, etc. are not involved.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
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