初中生英语阅读焦虑与阅读策略的相关性研究

发布时间：2018-06-04 12:49

本文选题：英语阅读焦虑 + 英语阅读策略　；参考：《杭州师范大学》2017年硕士论文

【摘要】：随着人本主义心理学的发展,学习者语言习得过程中的情感因素越来越得到研究重视。焦虑做为影响学习者学习过程的情感因素之一,自20世纪70年代以来成为语言学习领域的研究热点。Horwitzl在1986年首次提出“外语学习焦虑”这一广义概念。直至1999年,Saito,Garza和Horwitz等人首次阐明了外语学习焦虑与阅读焦虑的联系和区别。随后Saito等人研制出了外语阅读焦虑量表。在运用外语阅读焦虑量表研究语言习得过程的研究中,Saito等人发现外语阅读能引发焦虑,且学习者阅读焦虑与学习成绩呈负相关。在针对外语学习焦虑与外语学习策略两者之间的关系的研究中,Ellis指出两者是相互影响的,且学习者焦虑情绪会影响其学习策略的使用。但是针对外语阅读焦虑与阅读策略其二者关系的研究甚少。本研究的目的在于研究和诠释在中国英语教学的环境下,初中生英语阅读焦虑和阅读策略的现状及其二者之间的相关性关系。本研究随机抽样了110名初三学生作为研究对象。使用英语阅读焦虑量表(FLRAS)和英语阅读策略量表(ERSS)及访谈形式完成数据采集。所有的研究数据由SPSS17.0进行分析。研究结果表明英语阅读焦虑的诱因有以下五点:缺乏阅读自信心,消极阅读态度,低效阅读习惯及阅读理解能力薄弱,英语国家文化知识及其兴趣缺失以及恐惧阅读心理。此外,研究结果还显示英语阅读焦虑与英语阅读策略呈负相关。在三类阅读策略中即元认知策略,认知策略和情感策略,元认知策略与阅读焦虑的负相关性最显著。研究结果还表明不同焦虑程度的学生在阅读策略选择上有显著性差异。低阅读焦虑学生比高阅读焦虑学生更能高效使用推测、高级组织等阅读策略,并且低阅读焦虑学生更倾向于使用自我管理策略。与低焦虑者相比,高阅读焦虑者在阅读过程中使用较少的阅读策略。文末,作者对教师提出了几点教育建议。首先,教师应该采取有效措施降低学生阅读焦虑。其次,教师应加强阅读策略的教学,培养学生使用阅读策略的意识由此帮助学生降低阅读焦虑。
[Abstract]:With the development of humanistic psychology, more and more attention has been paid to the affective factors in language acquisition. As one of the affective factors affecting learners' learning process, anxiety has become a hot topic in the field of language learning since the 1970s. Horwitzl first proposed the broad concept of "foreign language learning anxiety" in 1986. Until 1999, Saito Garza and Horwitz et al first clarified the relationship and distinction between foreign language learning anxiety and reading anxiety. Then Saito et al developed the Foreign language Reading anxiety scale. In the study of the process of language acquisition using the Foreign language Reading anxiety scale Saito et al. found that foreign language reading can lead to anxiety and that learners' reading anxiety is negatively correlated with their academic achievement. In the study of the relationship between foreign language learning anxiety and foreign language learning strategies, Ellis points out that they affect each other and learners' anxiety affects their use of learning strategies. However, there is little research on the relationship between foreign language reading anxiety and reading strategies. The purpose of this study is to study and explain the present situation of English reading anxiety and reading strategies of junior high school students in the context of English teaching in China and the relationship between them. In this study, 110 junior high school students were randomly sampled. English Reading anxiety scale (flash), English Reading Strategy scale (ERSS) and interview form were used to complete the data collection. All the study data were analyzed by SPSS17.0. The results show that the causes of English reading anxiety are as follows: lack of reading self-confidence, negative reading attitude, weak reading habits and reading comprehension, lack of cultural knowledge and interest in English-speaking countries and fear of reading psychology. In addition, the results also show that English reading anxiety is negatively correlated with English reading strategies. Among the three reading strategies, metacognitive strategies, cognitive strategies and affective strategies, metacognitive strategies and reading anxiety have the most significant negative correlation. The results also showed that there were significant differences in reading strategies among students with different anxiety levels. Students with low reading anxiety were more efficient in using reading strategies such as conjecture and advanced organization than those with high reading anxiety, and students with low reading anxiety were more likely to use self-management strategies. Compared with the low anxiety group, the high anxiety group used less reading strategies. At the end of the article, the author puts forward some educational suggestions to teachers. First of all, teachers should take effective measures to reduce students' reading anxiety. Secondly, teachers should strengthen the teaching of reading strategies and cultivate students' awareness of using reading strategies to help students reduce their reading anxiety.
【学位授予单位】：杭州师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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