网络自主学习环境下英语专业学生语言学习焦虑与自我调节策略的相关性研究

发布时间：2021-03-25 16:16

　　语言学习焦虑是二语习得中重要的情感因素之一。网络技术的发展使大学生能够独立自主地学习,或与他人合作学习,然而,在网络环境下的学习状况和效果并不令人满意,很多同学依然存在着焦虑情绪,如难以选择适合的网络资源,不熟悉电脑或网络技术操作等,这些都对英语自主学习产生了很大的影响。但是由于缺乏有效的自我调节策略,这种焦虑变得更加严重。目前,有关焦虑干预性策略的研究多是从教师的角度出发,探讨如何帮助学生缓解课堂上的语言学习焦虑。很少有研究从学习者的角度出发,关注学习者如何通过自身的努力克服自主学习中的焦虑。基于此,本研究旨在探讨作为学习的主体,大学生主要采取哪些自我调节策略来降低网络环境下的英语自主学习焦虑。本研究以大连市某师范大学英语专业大三大四100名大学生作为研究对象,通过使用《网络自主学习环境下英语学习焦虑调查问卷》和《网络自主学习环境下英语学习焦虑自我调节策略使用调查问卷》,并结合访谈的形式,探索了英语专业大学生英语学习焦虑现状及其自我调节策略的使用情况。然后,运用SPSS22.0数据处理软件分析了不同英语水平学习者的英语学习焦虑及自我调节策略使用情况的差异,最后探究了语言学习焦虑与自我... 

【文章来源】：辽宁师范大学辽宁省

【文章页数】：78 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
1 Introduction
    1.1 Background of the Research
    1.2 Purpose and Significance of the Research
    1.3 Layout of the Thesis
2 Literature Review
    2.1 Language Learning Anxiety
        2.1.1 Concepts of Language Learning Anxiety
        2.1.2 Classifications of Language Learning Anxiety
        2.1.3 Previous Studies on Language Learning Anxiety
    2.2 Self-regulatory Strategy
        2.2.1 Definitions of Self-regulatory Strategy
        2.2.2 Previous Studies on Self-regulatory Strategy
    2.3 Previous Studies on Self-regulatory Strategy Use to Alleviate LanguageLearning Anxiety
        2.3.1 Previous Studies Abroad
        2.3.2 Previous Studies at Home
3 Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Pre-interview
        3.3.2 Questionnaire
        3.3.3 Post-interview
    3.4 Research Procedure
    3.5 Data Collection
4 Results and Discussion
    4.1 English Majors’ Language Learning Anxiety in WBALL
        4.1.1 Current Status of Language Learning Anxiety in WBALL
        4.1.2 Differences in Language Learning Anxiety among Students ofDifferent Academic Achievement Levels in WBALL
        4.1.3 The Correlation between Language Learning Anxiety and AcademicAchievement in WBALL
    4.2 English Majors’ Self-regulatory Strategy Use in WBALL
        4.2.1 General Situation of Self-regulatory Strategy Use in WBALL
        4.2.2 Differences in Self-regulatory Strategy Use among Students ofDifferent Academic Achievement Levels in WBALL
        4.2.3 The Correlation between Self-regulatory Strategy Use andAcademic Achievement in WBALL
    4.3 The Correlation between English Majors’ Language Learning Anxiety andTheir Self-regulatory Strategy Use in WBALL
        4.3.1 Differences in Self-regulatory Strategy Use among Students ofDifferent Language Anxiety Groups in WBALL
        4.3.2 The Correlation between Language Learning Anxiety andSelf-regulatory Strategy Use in WBALL
5 Conclusion
    5.1 Major Findings
    5.2 Implications
    5.3 Limitations and Suggestions
References
Appendix A Pre-interview Questions
Appendix B Web-based Autonomous English Learning Questionnaire
Appendix C Post-interview Questions
Acknowledgements



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