情感因素中的动机和焦虑对大学英语阅读影响的实证研究

发布时间：2018-03-04 15:39

本文选题：情感因素　切入点：阅读动机　出处：《沈阳师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：语言学习不仅仅是一个认知发展的过程,也是情感发展的过程。不管是在东方还是西方,影响学习者的情感因素如学习动机、焦虑程度、学习态度等情感因素受到广大学者的关注。国内学者对情感因素研究焦点基本集中在英语课程、总体目标、主要内容等宏观的显性因素方面,对情感这一微观的隐性因素研究相对趋冷。作者在查阅大量文献资料的基础上,发现情感因素在外语学习中起着至关重要的作用,尤其是阅读动机、阅读焦虑,以及阅读策略方面表现明显。对情感因素中动机和焦虑在大学英语阅读中的影响研究,有助于英语学习者更好地提高阅读能力,为英语教学者提供更为广阔的教学思路。本研究选取沈阳师范大学非英语专业2015级大学生为研究对象,共175名学生参与调查问卷,另随机从中抽取70名学生参与实验,语言能力水平相当,实验时间为一学期。实验研究工具主要有问卷调查,实验前和实验后英语阅读测试。在实验过程中,对实验班和控制班采用互动阅读模式进行教学,另在实验班阅读教学中对学生进行情感策略培训,把情感策略融入到阅读教学中。常见的情感策略有降低焦虑,自我鼓励和掌控情感变化等。通过使用SPSS19.0对实验前问卷数据进行全面分析,对实验前后英语阅读成绩进行对比分析。根据研究的目的,本研究拟解决的四个问题分别是:1)在大学英语阅读学生的动机是什么?2)引起学生阅读焦虑的焦虑源有哪些?3)阅读焦虑与阅读策略之间的关系是什么?4)教师如何运用情感策略来提高学生的阅读能力?通过统计数据分析,作者发现大学生的英语阅读动机多为工具型动机。在英语阅读过程中学生呈中等程度焦虑,影响阅读焦虑的因素分别是阅读兴趣、自信心、背景知识、词汇与语法基础知识以及阅读方法等。阅读焦虑和阅读策略呈负相关关系。焦虑程度高的学生使用阅读策略明显比焦虑低的学生要少,提高学生阅读策略一定程度上会降低阅读焦。为了培养学生的情感策略意识,提高学生阅读能力,作者提出了五种策略让老师在阅读教学中采用以提高学生的阅读能力。在实验过程后,通过对控制班和实验班的英语阅读成绩进行前后测对比分析得出实验班学生成绩提高的更显著的结论。
[Abstract]:Language learning is not only a process of cognitive development, but also a process of emotional development. The study of affective factors such as learning attitude has attracted the attention of many scholars. The research focus of domestic scholars on affective factors is basically focused on English curriculum, general objectives, main contents and other macro-dominant factors. On the basis of a large amount of literature, the author finds that affective factors play an important role in foreign language learning, especially reading motivation and reading anxiety. The effects of motivation and anxiety on college English reading can help English learners to improve their reading ability. In this study, 175 non-English majors of Shenyang normal University were selected to participate in the questionnaire, and 70 students were randomly selected to participate in the experiment. Language proficiency is about the same, the experimental time is one semester. The experimental research tools mainly include questionnaires, English reading tests before and after the experiment. In the course of the experiment, the interactive reading mode is used to teach the experimental class and the control class. In addition, the students are trained in affective strategies in the reading teaching of the experimental class, and the affective strategies are integrated into the reading teaching. The common affective strategies are to reduce anxiety. Self-encouragement and control of affective change, etc. By using SPSS19.0 to analyze the questionnaire data before and after the experiment, a comparative analysis of English reading scores before and after the experiment was carried out. According to the purpose of the study, What are the motivations of college English reading students? 2) what are the sources of anxiety that cause students' reading anxiety? 3) what is the relationship between reading anxiety and reading strategies? 4) how do teachers use affective strategies to improve students' reading ability? Through the statistical analysis, the author finds that the college students' English reading motivation is mostly instrumental motivation, and the middle school students' anxiety is moderate in the process of reading, and the factors influencing the reading anxiety are reading interest, self-confidence and background knowledge respectively. There is a negative correlation between reading anxiety and reading strategies. Students with high anxiety use less reading strategies than those with low anxiety. In order to cultivate students' awareness of emotional strategy and improve their reading ability, to a certain extent, improving students' reading strategies will reduce their reading anxiety. The author proposes five strategies for teachers to use in reading teaching in order to improve students' reading ability. By comparing and analyzing the English reading scores of the control class and the experimental class, the author draws a more significant conclusion that the students in the experimental class can improve their English reading scores.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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