初中生英语学习焦虑研究

发布时间：2018-03-24 04:21

本文选题：初中生　切入点：英语学习　出处：《鲁东大学》2017年硕士论文

【摘要】：在语言教学中,认知和情感是不可分离的两个方面。人本主义心理学兴起以后,中学英语教学重知轻情的局面发生变化,英语教学中的情感因素开始受到国内外研究者的关注。外语学习焦虑作为一种消极情感因素,降低了学习者的学习效率,影响语言储存和输出的效果。以往关于外语学习焦虑的研究大多以留学生、非英语专业的大学生或成人为研究对象,对于初中生英语学习焦虑的研究少之又少。因此,关于初中生的英语学习焦虑研究就更加具有深刻的意义。本文以教育学、心理学中有关焦虑的理论和相关语言学习理论为依据,旨在研究经历了一定时间的英语学习之后,初中生在英语学习过程中的焦虑问题并提出相应的策略。本文将回答以下几方面的问题:(1)初中生在英语学习过程中焦虑的现状如何?(2)初中生英语学习中焦虑的各维度在学习成绩和性别方面是否存在差异?(3)造成初中生在学习中焦虑的原因有哪些?本论文选取了来自烟台外国语实验学校初中英语八年级的200名学生作为调查问卷的研究对象。调查问卷由Horwitz的外语课堂焦虑量表改编而成,用于了解初中生英语学习焦虑现状并探索焦虑各维度在成绩和性别上的差异性及原因。调查问卷的数据通过输入SPSS16.0进行分析。此外,为了得到更加完整具体的数据并弥补调查问卷的不足,作者进行了课堂观察。课堂观察的对象为所观察的十个班级的十名英语老师及其学生。根据《余杭高级中学课堂观摩框架》改编的课堂观察量表用于记录观察结果并探索初中生英语学习焦虑现状和原因。研究结果显示:1)大多数初中生有着中等学习焦虑,有很少的学生具有高度焦虑和低度焦虑,其中考试焦虑程度最高;2)焦虑各维度在成绩上的差异性上,学生的英语成绩和学习焦虑呈负相关。焦虑各维度在性别的差异性上,在交际维度方面,女生交际焦虑高于男生。在负评价恐惧维度上,男生更容易产生沮丧心理。在考试焦虑方面,男生女生差别不大;3)初中生产生英语学习焦虑的原因主要涉及到三个方面,学校因素,教师因素和学生因素。根据以上研究结果,笔者提出了一些减轻初中生英语学习焦虑的建议。
[Abstract]:In language teaching, cognition and emotion are two inseparable aspects. As a negative affective factor, foreign language learning anxiety (EFL), as a negative affective factor, has reduced learners' learning efficiency. Most of the previous studies on foreign language learning anxiety have focused on foreign students, non-English majors or adults, but there are few studies on junior high school students' English learning anxiety. The research on English learning anxiety of junior high school students is of great significance. Based on the theories of anxiety and related language learning in pedagogy and psychology, this paper aims to study English learning after a certain period of time. This paper will answer the following questions: (1) what is the current situation of anxiety in the process of English learning of junior high school students? (2) are there any differences between the dimensions of anxiety in English learning among junior high school students in terms of academic achievement and gender? What are the causes of anxiety in junior high school students? In this thesis, 200 students from the eighth grade of junior middle school in Yantai Foreign language Experimental School were selected as the subjects of the questionnaire. The questionnaire was adapted from Horwitz's Foreign language classroom anxiety scale. In order to understand the present situation of English learning anxiety of junior high school students and to explore the differences and causes of scores and gender in different dimensions of anxiety, the data of the questionnaire were analyzed by input of SPSS16.0. In order to obtain more complete and specific data and to fill the gaps in the questionnaire, The author makes classroom observation. The objects of classroom observation are ten English teachers and their students in the ten classes observed. The classroom observation scale adapted from the Framework of classroom observation in Yuhang High School is used to record the observation conclusion. The present situation and causes of English learning anxiety of junior high school students are investigated. The results show that most junior high school students have secondary learning anxiety. There are few students with high anxiety and low anxiety, among which the test anxiety is the highest (2) the difference of scores in each dimension of anxiety, the negative correlation between students' English achievement and learning anxiety, and the difference of gender in each dimension of anxiety. In the communication dimension, the communicative anxiety of girls is higher than that of boys. In the dimension of negative evaluation fear, boys are more likely to develop depression. There is no significant difference between boys and girls. (3) the causes of English learning anxiety among junior high school students are mainly related to three aspects: school factor, teacher factor and student factor. The author puts forward some suggestions to alleviate English learning anxiety of junior high school students.
【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

【参考文献】