大学生英语听力焦虑与听力水平的相关性研究

发布时间：2025-01-17 17:34

　　听力是语言学习的一种重要的输入方式,与语言学习成功与否密切相关。教育部对此很重视,在颁布的《大学英语教学指南》(2015)中对大学生英语听力的应用能力提出了较高的要求。此外,英语听力教学的线上加线下结合的教学模式被广泛应用,其便利与好处不言而喻,但也存在着教师监管不力,学生应付差事的现象。并且自2015年来,各高校逐步取消四级考试与学位证挂钩,加上CET-4数据显示近几年来非英语专业大学生的英语听力水平呈下降趋势。通过研究综述,本研究发现听力焦虑与听力水平呈现负相关,比如,陈艳君(2010)发现学习者焦虑越高,他们的听力水平就越低。那么大学生英语听力水平的下降或许与较高的焦虑相关。也有研究者,例如:Warr.P&Downing.J(2011),贾小杨(2013),陈小玲(2015),经过实证研究发现英语听力学习策略教学能提升听力水平,增加自信,间接地降低焦虑。但针对当下的新情况,新趋势,本研究认为应再次探讨听力焦虑与听力水平的关系,并且验证英语听力学习策略教学提升听力水平,降低焦虑的可行性,以期对目前的大学英语听力教学产生启迪和帮助作用。因此,基于情感过滤假说,输入假说和归因理论...

【文章页数】：128 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
List of Abbreviations
Chapter 1 Introduction
    1.1 Research Background
    1.2 Causes of the Topic Selection
    1.3 Purpose of the Research
    1.4 Research Significance
        1.4.1 Theoretical Significance
        1.4.2 Practical Significance
    1.5 Structure of the Research
Chapter 2 Literature Review
    2.1 A Review of Listening Anxiety and Proficiency
        2.1.1 Definition of Listening and Listening Anxiety
        2.1.2 Characteristics of Listening and Anxiety of College Students
        2.1.3 Studies on Listening Anxiety and Comprehension
        2.1.4 Studies on Listening Anxiety and Proficiency
        2.1.5 Other Studies of Listening Anxiety and Proficiency
    2.2 A Review of Listening Learning Strategies(LLS)
        2.2.1 Definition of LLS
        2.2.2 Studies on LLS and Listening Anxiety
        2.2.3 Studies on LLS and Listening Proficiency
        2.2.4 Other Studies of LLS
    2.3 Summary and Comment
Chapter 3 Theoretical Framework
    3.1 Affective Filter Hypothesis
    3.2 Input Hypothesis
    3.3 Attribution Theory
    3.4 Summary
Chapter 4 Research Design
    4.1 Research Questions
    4.2 Research Methods
    4.3 Subjects
    4.4 Research Instruments
        4.4.1 Questionnaires
        4.4.2 English Listening Proficiency Test
        4.4.3 Structured In-depth Personal Interview
        4.4.4 Spss17.0
    4.5 Research Procedure
        4.5.1 First Stage of Data Collection
        4.5.2 First Stage of Data Analysis
        4.5.3 Stage of Listening Strategies Instruction
        4.5.4 Second Stage of Data Collection and Analysis
    4.6 Summary
Chapter 5 Results and Discussions
    5.1 College Students’Listening Anxiety
        5.1.1 General Conditions of Listening Anxiety
        5.1.2 Anxiety Differences in Gender and Class
        5.1.3 Results from the Interview
        5.1.4 Summary
    5.2 Listening Proficiency in Pretest
    5.3 Correlations Between Listening Anxiety and Proficiency
        5.3.1 Results from Quantitative Data
        5.3.2 Results from the Interview
        5.3.3 Summary
    5.4 The Effectiveness of Listening Strategies Instruction
        5.4.1 Use Frequency of LLS Between EG and CG
        5.4.2 Listening Proficiency in Posttest
        5.4.3 Results from the Interview
        5.4.4 Summary
Chapter 6 Conclusion
    6.1 Major Findings
    6.2 Implications
        6.2.1 Theoretical Implications
        6.2.2 Instructional Implications
    6.3 Limitations of the Present Research
    6.4 Suggestions for Future Research
Bibliography
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Appendix Ⅴ
Acknowledgements
Publications



本文编号：4028329