中国大学生英语学习焦虑、学习策略与英语能力关系研究

发布时间：2018-06-15 15:34

本文选题：英语学习焦虑 + 学习策略　；参考：《天津理工大学》2017年硕士论文

【摘要】：从上世纪八十年代开始,二语习得研究者焦点从“如何教”转向“如何学”,从“共性研究”转向“个性研究”。在此过程中,研究者们更加关注学习者主体因素即学习者个体差异和学习过程,而英语学习焦虑和学习策略是其中两个重要的个体差异因素。本研究旨在探讨英语学习焦虑、学习策略和英语能力三者之间的关系。对701名大学生的问卷调查结果显示:(1)课堂交际焦虑显著预测元认知策略;(2)课堂交际焦虑显著预测英语能力;(3)元认知策略显著预测英语能力;(4)元认知策略在课堂交际焦虑和英语能力之间起部分中介作用。对19名大学生的访谈研究发现,焦虑过高会使人身体产生各种不良反应,从而影响学习策略的采用;焦虑过高会导致学生注意力不集中,从而影响英语能力的提升;学生采用适当的学习策略会对自己的学习有较好的认知和掌控,从而也能促进英语能力的提高;学习策略作为一种认知可以降低焦虑情感从而提高学生的英语能力。本研究的结果和结论是,元认知策略在课堂交际焦虑对英语能力的影响中起到了部分中介作用,元认知策略可以通过降低焦虑水平来对英语学习产生影响。从二语习得和心理学的角度来看,焦虑属于情感的维度,元认知属于认知的维度,而英语学习属于行为的维度,情感、认知、行为共同作用会促进学习的发展。本研究对英语教学与学习有一定启示。教师要帮助学习者加强英语学习策略的采用,提高英语教学与学习效果,学生自身也应该采用适当的学习策略克服焦虑,提高英语能力。
[Abstract]:Since the 1980s, the focus of second language acquisition researchers has shifted from "how to teach" to "how to learn" and from "general research" to "personality study". In this process, researchers pay more attention to learners' individual differences and learning processes, and English learning anxiety and learning strategies are two important individual differences. The purpose of this study is to explore the relationship among English learning anxiety, learning strategies and English competence. A questionnaire survey of 701 college students showed that: 1) classroom communicative anxiety significantly predicted metacognitive strategies / 2) classroom communicative anxiety significantly predicted English proficiency / ability / 3) Metacognitive Strategies significantly predicted English proficiency / 4) Metacognitive Strategies in classroom interaction International anxiety and English ability play a part of the intermediary role. An interview with 19 college students shows that excessive anxiety can lead to a variety of adverse effects on the body, thus affecting the use of learning strategies, and that too high anxiety will lead to students' attention loss and thus affect the improvement of their English proficiency. As a kind of cognition, learning strategy can reduce anxiety and emotion and improve students' English ability. The results and conclusions of the present study show that metacognitive strategies play an intermediary role in the influence of classroom communicative anxiety on English competence, and metacognitive strategies can affect English learning by reducing anxiety levels. From the perspective of second language acquisition and psychology, anxiety belongs to emotional dimension, metacognition to cognitive dimension, and English learning to behavioral dimension, emotion, cognition, and behavior to promote the development of learning. This study has some implications for English teaching and learning. Teachers should help learners to strengthen the use of English learning strategies and improve English teaching and learning results. Students themselves should also adopt appropriate learning strategies to overcome anxiety and improve their English ability.
【学位授予单位】：天津理工大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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