高中生英语学习焦虑多维度研究

发布时间：2018-01-31 07:21

本文关键词： 焦虑多维度高中生外语学习四项技能　出处：《河北师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：20世纪90年代以来,越来越多的研究者开始关注二语习得领域,同时,学习者的情感因素也得到了相应的研究。外语学习焦虑,作为一种情感因素对学生的学习和个人发展有十分重要的影响。然而,研究表明,近四十年的关于焦虑的研究主要集中在焦虑本质、焦虑量表制定、焦虑与成绩关系以及焦虑与其他因素的关系等方面。且大部分的研究都集中在听、说、读、写某一方面,鲜有研究是对四个维度的全面的研究。加上听说读写四个技能在学生的英语学习中起到举足轻重的作用,因此本研究通过问卷对河北240个高中生英语学习焦虑进行多维度的调查,比较分析学习者不同维度的学习焦虑的差异,学习者各维度的焦虑与性别的关系,以及学习者各维度焦虑与英语水平的相关。具体而言,本文的研究问题主要包括:第一,高中生在听、说、读、写技能学习共四个维度上的焦虑现状如何?第二,男、女学生在不同维度的英语学习焦虑上是否存在差异?第三,高中生各维度的焦虑状况和各维度的英语水平是否相关?如何相关?通过利用权威性的问卷和定量数据分析后,作者发现:第一,高中生在听、说、读、写四个维度上都存在不同程度的焦虑,具体到四个维度上,程度有所差异,从高到低依次为:口语、听力、写作、阅读。第二,男女生在不同维度的英语学习是存在差异性的,具体而言,男生在听力、口语、阅读、写作四个维度上都比女生焦虑,但男女生在听力、阅读、写作方面是不具备显著性差异的,在口语方面具有显著性差异。第三,高中生各维度的焦虑水平与各维度的英语学习水平是相关的,且呈现中度的负相关。本研究对英语教学有极其重要的启示,比如:教师在英语教育中要注重学生的口语,将口语学习融入到英语课堂中,降低学生的焦虑水平;在英语学习中,要注重男女性别差异,有针对的教学。要多加注意和鼓励男生开口说英语,经常给予积极的评价;在教学实践中,教师要采取一系列措施诸如:创建和谐友好的班集体、组织学生参加多姿多彩的活动等,来降低学生的焦虑程度。
[Abstract]:Since 1990s, more and more researchers begin to pay attention to the field of two language acquisition, at the same time, learners' affective factors has also been studied. Foreign language anxiety, as one of the affective factors have important effects on the students' learning and personal development. However, research shows that on the anxiety of nearly forty years mainly focus on the nature of anxiety, anxiety scale development, the relationship between the results and anxiety and anxiety and other factors of the relationship. And most of the research has focused on listening, reading, writing, a little research is, comprehensive research on the four dimensions. Play a decisive role and speaking write the four skills in students' English learning, this research through the questionnaire dimensions on English learning anxiety of Hebei 240 senior high school students, compared with learners of different dimensions of learning anxiety analysis The relationship between anxiety and gender differences, the dimensions of the learners, and learners related to the dimensions of anxiety and English proficiency. In particular, this research mainly includes: first, high school students in listening, reading, writing skills, learning anxiety status of four dimensions such as second, male, what? Female students in the different dimensions of English learning whether there are differences in anxiety? Third, whether the dimensions of anxiety of high school students and the dimensions of English level? How? Through the use of authoritative questionnaires and quantitative data analysis, the author found: first, high school students in listening, reading, writing, four dimensions are varying degrees of anxiety, specific to the four dimensions, the degree is different, from high to low: speaking, listening, writing, reading. Second, there is a difference between male and female students in the different dimensions of English learning, specifically, boys in listening Force, speaking, reading, writing on the four dimensions of anxiety than girls, but boys and girls in listening, reading, writing does not have significant differences, with significant differences in spoken English. Third, the dimensions of the anxiety level of high school students and the various dimensions of English learning level is relevant, and there was moderate negative correlation. This study has important implications for English teaching, such as: teachers should pay attention to students' oral English in English education, the spoken language learning into English classroom, reducing students' anxiety level; in learning English, to focus on gender differences, the teaching should pay more. Pay attention to and encourage boys to speak English, often give positive evaluation; in teaching practice, teachers should take a series of measures such as: creating a friendly and harmonious class, organize students to participate in colorful activities, to reduce student anxiety Degree.

【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

【参考文献】