艺术类专业新生英语学习焦虑的调查研究
发布时间：2021-08-27 19:43
长期以来,外语研究者更多的关注的是教师的如何教而不是学生如何学,随着教育心理学和第二语言认知学的发展,学者们开始关注学习的主体学生以及影响二语习得的情感因素（Around2000）。Eliss指出学习者的情感因素是解释外语学习者学习效果差异的主要因素之一,而焦虑是影响外语学习效果的一个主要情感因素（1994：883）。因此外语教学应该关注学生情感尤其是学生英语学习焦虑以便提高学习效率。鉴于此,本文以情感过滤假说、人本主义以及多元智力理论为基础,在2013第一学期采用问卷调查和访谈的方法,以广西师范大学2013级85名艺术类专业新生为研究对象,对下列三个问题进行研究：（1）艺术生的英语学习焦虑整体状况如何?以及他们在问卷的四个因素的分布状况如何?（2）音乐学院学生与美术学院学生在英语学习焦虑程度上是否存在显著性差异?（3）艺术生英语学习焦虑与英语成绩是否存在相关性,如何相关?本文采用Horwits设计的外语课堂焦虑量表,并对量表进行一定的修改以便满足本研究的实际需要。问卷包括四个焦虑维度：交际焦虑、考试焦虑、负评价焦虑、一般焦虑。通过SPSS11.5对收集的数据进行分析,研究结果表明：（...
【文章来源】：广西师范大学广西壮族自治区
【文章页数】：66 页
【学位级别】：硕士
【文章目录】：
中文摘要
Abstract
Abbreviations
Chapter 1 Introduction
1.1 Background of This Study
1.2 Research Questions
1.3 Significance of the Research
1.4 Framework of the Dissertation
Chapter 2 Literature Review
2.1 Theoretical Framework of the Study
2.1.1 Krashen's Affective Filter Hypothesis(AFH)
2.1.2 Humanistic Theories
2.1.3 Multiple Intelligences Theory
2.2 Definition and Classification of Anxiety
2.2.1 Definition of Anxiety
2.2.2 Classification of Anxiety
2.3 Definition and Components of FL Anxiety
2.3.1 Definitions of FL Anxiety
2.3.2 Components of FL Anxiety
2.4 Brief Reviews of Research on English Learning Anxiety
2.4.1 Relevant Studies Abroad
2.4.2 Relevant Studies at Home
Chapter 3 Methodology
3.1 Subjects
3.2 Instruments
3.3 Procedure
3.4 Data Collection
Chapter 4 Results Analysis
4.1 Characteristics of FLCA among Art Major Freshmen
4.2 The Art Students' Anxiety on the Four Components of FLAC
4.2.1 The Art Students' Communication Apprehension
4.2.2 The Art Students' Anxiety on Test Anxiety
4.2.3 The Art Students' Anxiety for Fear of Negative Evaluation
4.2.4 The Art Students' Anxiety on General Anxiety
4.3 Correlation Analysis between FLCA and Students' English Achievement
4.4 Differences in Anxiety between the Art Students of Two Different Majors
Chapter 5 Implications
5.1 Main Findings of the Present Study
5.2 Pedagogical Implications
5.2.1 Promoting the Art Students' English Learning by Their Intelligence Strengths
5.2.2 Providing Appropriate Comprehensible Input
5.2.3 Acquiring a Certain Amount of English Learning Strategies
5.2.4 Establishing a Scientific and Effective Assessment System
5.2.5 Creating a Relaxed and Secure Learning Environment
5.2.6 Improving the Art Students' Self-confidence
5.2.7 Improving English Teachers' Comprehensive Knowledge
5.2.8 Promoting Cooperative Language Learning
Chapter 6 Conclusion
6.1 Summary of the Present Research
6.2 Limitations and Suggestions for Further Researches
Bibliography
Appendices
Appendix A Questionnaire
Appendix B Interview Questions
Acknowledgments
【参考文献】：
期刊论文
[1]外语阅读焦虑与英语成绩及性别的关系[J]. 石运章,刘振前. 解放军外国语学院学报. 2006(02)
[2]中学生外语焦虑研究——以全国英语高考成绩为例[J]. 黄蔷. 山东师大外国语学院学报(基础英语教育). 2003(01)
[3]英语写作前计划时间因素受学习者认知方式与焦虑程度影响的实证研究[J]. 王雪梅. 外语教学. 2001(04)
[4]英语学生焦虑感和听力理解的关系[J]. 杨晋. 外语研究. 2000(01)
[5]英语学生课堂焦虑感与口语水平的关系[J]. 陈劼. 国外外语教学. 1997(01)
硕士论文
[1]外语课堂焦虑研究[D]. 罗伟.广西师范大学 2011
[2]非英语专业新生英语学习焦虑的调查与研究[D]. 王福英.广西师范大学 2009
[3]克拉申的可理解性输入假说的研究[D]. 鲁华山.吉林大学 2004
本文编号：3366977
【文章来源】：广西师范大学广西壮族自治区
【文章页数】：66 页
【学位级别】：硕士
【文章目录】：
中文摘要
Abstract
Abbreviations
Chapter 1 Introduction
1.1 Background of This Study
1.2 Research Questions
1.3 Significance of the Research
1.4 Framework of the Dissertation
Chapter 2 Literature Review
2.1 Theoretical Framework of the Study
2.1.1 Krashen's Affective Filter Hypothesis(AFH)
2.1.2 Humanistic Theories
2.1.3 Multiple Intelligences Theory
2.2 Definition and Classification of Anxiety
2.2.1 Definition of Anxiety
2.2.2 Classification of Anxiety
2.3 Definition and Components of FL Anxiety
2.3.1 Definitions of FL Anxiety
2.3.2 Components of FL Anxiety
2.4 Brief Reviews of Research on English Learning Anxiety
2.4.1 Relevant Studies Abroad
2.4.2 Relevant Studies at Home
Chapter 3 Methodology
3.1 Subjects
3.2 Instruments
3.3 Procedure
3.4 Data Collection
Chapter 4 Results Analysis
4.1 Characteristics of FLCA among Art Major Freshmen
4.2 The Art Students' Anxiety on the Four Components of FLAC
4.2.1 The Art Students' Communication Apprehension
4.2.2 The Art Students' Anxiety on Test Anxiety
4.2.3 The Art Students' Anxiety for Fear of Negative Evaluation
4.2.4 The Art Students' Anxiety on General Anxiety
4.3 Correlation Analysis between FLCA and Students' English Achievement
4.4 Differences in Anxiety between the Art Students of Two Different Majors
Chapter 5 Implications
5.1 Main Findings of the Present Study
5.2 Pedagogical Implications
5.2.1 Promoting the Art Students' English Learning by Their Intelligence Strengths
5.2.2 Providing Appropriate Comprehensible Input
5.2.3 Acquiring a Certain Amount of English Learning Strategies
5.2.4 Establishing a Scientific and Effective Assessment System
5.2.5 Creating a Relaxed and Secure Learning Environment
5.2.6 Improving the Art Students' Self-confidence
5.2.7 Improving English Teachers' Comprehensive Knowledge
5.2.8 Promoting Cooperative Language Learning
Chapter 6 Conclusion
6.1 Summary of the Present Research
6.2 Limitations and Suggestions for Further Researches
Bibliography
Appendices
Appendix A Questionnaire
Appendix B Interview Questions
Acknowledgments
【参考文献】：
期刊论文
[1]外语阅读焦虑与英语成绩及性别的关系[J]. 石运章,刘振前. 解放军外国语学院学报. 2006(02)
[2]中学生外语焦虑研究——以全国英语高考成绩为例[J]. 黄蔷. 山东师大外国语学院学报(基础英语教育). 2003(01)
[3]英语写作前计划时间因素受学习者认知方式与焦虑程度影响的实证研究[J]. 王雪梅. 外语教学. 2001(04)
[4]英语学生焦虑感和听力理解的关系[J]. 杨晋. 外语研究. 2000(01)
[5]英语学生课堂焦虑感与口语水平的关系[J]. 陈劼. 国外外语教学. 1997(01)
硕士论文
[1]外语课堂焦虑研究[D]. 罗伟.广西师范大学 2011
[2]非英语专业新生英语学习焦虑的调查与研究[D]. 王福英.广西师范大学 2009
[3]克拉申的可理解性输入假说的研究[D]. 鲁华山.吉林大学 2004
本文编号：3366977
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