初中生英语课堂学习中“师源性”焦虑的调查与研究

发布时间：2018-04-18 12:47

本文选题：初中生 + 英语课堂学习　；参考：《西安外国语大学》2017年硕士论文

【摘要】：自20世纪60年代,人本主义心理学兴起以来,学生情感受到越来越多的关注。而焦虑作为情感因素的一个重要方面,特别是它对语言学习的影响,使其也逐渐受到关注。形成学生英语课堂学习焦虑的因素很多,在众多因素中,英语教师的课堂行为和不良情绪是不容小觑的。尽管之前已有关于“师源性”焦虑的研究,但是专门针对初中生英语课堂学习中“师源性”焦虑的研究却是凤毛麟角。因此,本研究基于人本主义心理学和“情感过滤假说”理论,主要调查了初中生英语课堂学习中“师源性”焦虑的总体状况。本研究采取定量与定性相结合的方法,以陕西省商洛市商州区两所学校(城市学校和农村学校)的402名初中生为调查对象进行研究。本研究的问题是:(1)初中生英语课堂学习中是否存在“师源性”焦虑?如果存在,与教师的哪些因素有关?(2)“师源性”焦虑在个体因素(学校类型、学生性别、学生年级、英语成绩)上是否存在显著的差异?研究发现:(1)初中生英语课堂学习中的“师源性”焦虑存在,并处于中等偏上水平。“师源性”焦虑与教师语言、课堂活动、课堂提问、课堂纠错、课堂评价以及教师不良情绪均有关系。(2)初中生英语课堂学习中的“师源性”焦虑在学校类型、学生性别、英语成绩上存在显著的差异性,在年级上无显著性差异。基于以上发现,本研究提出了降低初中生英语课堂学习中“师源性”焦虑的教学建议,并对本研究的不足和展望进行了简述。
[Abstract]:Since the rise of humanistic psychology in 1960's, students' emotion has received more and more attention.Anxiety, as an important aspect of affective factors, especially its influence on language learning, has attracted more and more attention.There are many factors contributing to students' anxiety in English classroom learning. Among these factors, English teachers' classroom behavior and bad emotions should not be underestimated.Although there have been previous researches on teacher-based anxiety, there are very few researches on teacher-based anxiety in junior high school English classroom learning.Therefore, based on the humanistic psychology and the theory of "affective filtering hypothesis", this study mainly investigates the general situation of "teacher-derived" anxiety in English classroom learning of junior high school students.In this study, 402 junior high school students from two schools (urban schools and rural schools) in Shangluo District, Shaanxi Province, were investigated by combining quantitative and qualitative methods.The question in this study is: (1) is there a "teacher-induced" anxiety in junior high school students' English classroom learning?If so, are there any significant differences in individual factors (school type, student gender, student grade, English achievement) between teachers and teachers?The study found that "teacher-derived" anxiety exists in junior middle school students' English classroom learning and is at the middle level.Teachers' anxiety is related to teachers' language, classroom activities, classroom questions, classroom error correction, classroom evaluation and teachers' bad emotions.There are significant differences in English scores, but no significant differences in grade.Based on the above findings, this study puts forward some teaching suggestions to reduce the "teacher-derived" anxiety in junior middle school students' English classroom learning, and gives a brief account of the shortcomings and prospects of this study.
【学位授予单位】：西安外国语大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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