初中生外语焦虑、情绪智力与英语成绩关系探究

发布时间：2018-09-02 06:21

【摘要】：本研究目的在于探究中国初中生英语学习中的焦虑现状,学生的情绪智力状况,以及外语焦虑及情绪智力的关系。本文采用定量与定性相结合的研究方法,使用修正过的第二语言课堂焦虑量表及心理特征情商问卷以测定187位初中生的英语焦虑程度及情绪智力等级,通过两次月考来测评学生的英语学习成果。为了得出学生情绪智力与外语焦虑之间的相关关系并探究外语焦虑在情绪智力与学习成果关系中的中介作用,将这三方面的数据进行详细分析并结合部分学生的采访进行讨论。本实证研究有以下几个发现。首先,大多数初中生存在高度或中度的外语焦虑。他们缺乏英语交流意愿,甚至畏惧用英语交流。有些学生对英语学习的负面评价存在恐惧心理,并对英语课堂及考试表现出了紧张心理。其次,初中生正处于建设情绪智力的重要阶段,大多数学生的情绪智力发展不成熟。也就是说,学生对情绪的控制能力不足,在社交方面存在一定缺陷。最后,研究发现初中生情绪智力和外语焦虑之间存在显著负相关;学生情绪智力与英语学习成绩呈显著正相关;学生的外语焦虑与英语学习成绩呈显著负相关。因此,外语焦虑在学生的情绪智力和英语学习成绩之间起着一定的中介作用。本研究提出通过培养学生的情绪智力,从而降低学生英语学习的焦虑,提高学习成绩。进一步探讨了研究成果对中国初中英语教学的启发。
[Abstract]:The purpose of this study is to explore the present situation of anxiety in English learning of Chinese junior high school students, the emotional intelligence of students, and the relationship between foreign language anxiety and emotional intelligence. In this paper, a quantitative and qualitative approach is used to measure the English anxiety and emotional intelligence of 187 junior high school students by using the revised second language classroom anxiety scale and the emotional Quotient of Psychological characteristics questionnaire. Students' English learning achievements are evaluated through two monthly exams. In order to find out the correlation between students' emotional intelligence and foreign language anxiety and to explore the intermediary role of foreign language anxiety in the relationship between emotional intelligence and learning achievement, the data of these three aspects are analyzed in detail and discussed in combination with some students' interviews. This empirical study has the following findings. First of all, most junior high school students have high or moderate foreign language anxiety. They lack the willingness to communicate in English, and they are even afraid to communicate in English. Some students are afraid of the negative evaluation of English learning and are nervous about English classes and exams. Secondly, junior high school students are in the important stage of building emotional intelligence, most students' emotional intelligence development is immature. That is to say, students' emotional control ability is insufficient, and there are some social defects. Finally, it is found that there is a significant negative correlation between emotional intelligence and foreign language anxiety of junior high school students, a significant positive correlation between emotional intelligence and English learning achievement, and a significant negative correlation between foreign language anxiety and English learning achievement. Therefore, foreign language anxiety plays an intermediary role between students' emotional intelligence and English learning achievement. The present study suggests that students' emotional intelligence should be cultivated so as to reduce their anxiety in English learning and improve their academic performance. The paper further discusses the enlightenment of the research results to the junior middle school English teaching in China.
【学位授予单位】：大连海事大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G447

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