动态系统理论视角下的英语专业研究生口语焦虑研究

发布时间：2018-06-16 22:57

本文选题：英语口语焦虑 + 英语专业研究生　；参考：《山东师范大学》2017年硕士论文

【摘要】：随着全球经济的不断发展,英语口语在中国当前的经济建设、对外交流合作及文化教育中有着举足轻重的地位。然而外语焦虑,作为影响外语学习最重要的情感因素之一,始终困扰着广大中国英语学习者,成为中国人学习英语的最大瓶颈。自从1986年Horwitz等人提出“外语焦虑”的概念以来,国内外研究者就从不同主题出发,对外语焦虑做了大量相关研究,其中包括:外语焦虑的整体状况、外语焦虑的主要来源,缓解焦虑的措施以及外语焦虑与外语成绩之间的关系等等。然而,针对英语专业研究生群体的外语口语焦虑研究却并不多见,在研究方法上,大量的外语焦虑研究都是从传统的简化论视角出发,忽略了口语焦虑的非线性动态特征。基于以上背景,本文将以动态系统理论为基础,采用定量与定性相结合的研究方法,专门针对英语专业研究生的英语口语焦虑问题进行系统研究,重点探讨口语焦虑的动态变化及原因。本研究旨在回答以下几个问题:(1)作为英语专业研究生,是否存在一定程度的口语焦虑现象?(2)英语口语焦虑与口语水平之间有什么样的关系?(3)英语专业研究生的口语焦虑会随时间不断变化吗?(4)英语口语焦虑水平动态变化的可能因素是什么?本研究的受试对象为山东师范大学102名英语专业一年级研究生。本研究采用了Horwitz等人研制的外语课堂焦虑量表(FLCAS)来测量受试者的外语焦虑水平,并采用英语专业四级口语测试评分标准以及口语试题来测试学生的口语水平。为了更好地探究英语专业研究生群体的口语焦虑现象,本研究选取了12名受试者进行访谈。研究结果表明,(1)英语专业研究生在英语学习过程中,一定程度上依然普遍存在口语焦虑现象。并且,大部分英语专业研究生都属于中等焦虑水平和低度口语焦虑水平,有少数英语专业研究生存在高度口语焦虑水平。(2)英语专业研究生的英语口语焦虑水平和英语口语成绩之间存在显著负相关的关系。(3)通过问卷调查与口语测试发现,英语专业研究生的口语焦虑水平会随着时间呈现动态变化。口语焦虑水平会在开始阶段呈现明显下降趋势,在后期阶段逐渐呈平稳状态。根据问卷调查与访谈结果,导致英语专业研究生口语焦虑明显下降的原因可能有:(1)在经历研究生期间的学习之后,学生的英语学习水平有所提高,导致口语焦虑下降;(2)学生已经逐渐适应了研究生阶段的学习节奏并养成了恰当的学习习惯,导致口语焦虑有所下降;(3)学生对自己的表现有了更多的信心促使焦虑水平下降;(4)来自教师与他人的鼓励使学生的焦虑水平下降。另一方面,导致英语专业研究生口语焦虑不再继续下降反而趋于平稳状态的原因可能有:(1)虽然研究生的英语水平有所提高,但较与研究生一年级时,二年级的英语专业研究生会花费更多的时间在学术研究与论文写作上,练习英语口语的时间和机会都会减少;(2)根据动态系统理论,在英语学习过程中,学习者总会遇到一个排斥状态,导致英语水平很难提高,总会趋于相对稳定的状态,即所谓的石化现象。本文最后对研究进行了总结,并提出了一些在教学以及学习上的建议。对于教学而言,建议老师在课堂上优化提问方式,提供一个轻松舒适的学习环境,提供更多的机会让学生们练习英语口语,另外教师应确保课堂的可理解性输入和正确得体的语言输出,以降低学生的口语焦虑。对于学生而言,应该提高自信心,适当加强英语口语练习,正确对待来自别人的评价来降低焦虑。
[Abstract]:With the continuous development of the global economy, oral English plays an important role in the current economic construction, foreign exchange and cooperation and cultural education in China. However, as one of the most important affective factors affecting foreign language learning, foreign language anxiety has always plagued the Chinese English learners and become the biggest bottle for Chinese to learn English. Since Horwitz and others put forward the concept of "foreign language anxiety" in 1986, researchers at home and abroad have done a lot of related studies on foreign language anxiety from different topics, including the overall situation of foreign language anxiety, the main source of foreign language anxiety, measures to alleviate anxiety and the relationship between foreign language anxiety and foreign language performance and so on. However, the study of English spoken English anxiety for the English Major Postgraduate groups is not very common. In the study method, a large number of foreign language anxiety studies are based on the traditional simplification, ignoring the nonlinear dynamic characteristics of oral anxiety. Based on the above background, this paper will take the dynamic system theory as the basis and adopt the quantitative and qualitative phases. This study aims to study the problems of Oral Anxiety in English majors and focus on the dynamic changes and causes of oral anxiety. The purpose of this study is to answer the following questions: (1) as a graduate student in English major, is there a certain degree of Oral Anxiety in a certain range? (2) oral English anxiety and oral English What is the relationship between the levels? (3) is the Oral Anxiety of English majors changing with time? (4) what are the possible factors for the dynamic changes in the level of oral English anxiety? The subjects of this study were 102 graduate students in the first grade of English Majors at Shandong Normal University. This study adopted foreign language classes developed by Horwitz et al. The Anxiety Scale (FLCAS) was used to measure the level of foreign language anxiety of the subjects, and the students' oral proficiency was tested by the four level spoken English test score standard and the oral English test. In order to better explore the Oral Anxiety of the English Major Postgraduate groups, 12 subjects were interviewed in this study. The results showed that (1) In the course of English learning, English majors still have the phenomenon of oral anxiety to some extent. And most of the English major graduate students belong to the level of moderate anxiety and low oral anxiety. There are a few English Major Postgraduates with high oral anxiety level. (2) the level of oral English anxiety of English major graduate students. There is a significant negative correlation with English oral performance. (3) through questionnaire survey and oral test, it is found that the level of Oral Anxiety of English major graduate students will change with time. The level of oral anxiety will show a significant downward trend in the beginning stage, and the level of oral anxiety will gradually decline in the later stage. The results may lead to the obvious decline in Oral Anxiety of English Major Postgraduates: (1) after the period of postgraduate study, the students' English learning level has been improved, resulting in a decline in oral anxiety, and (2) students have gradually adapted to the study rhythm of the postgraduate stage and developed appropriate learning habits, leading to colloquial focus. There was a decline in concern; (3) students had more confidence in their performance and reduced the level of anxiety; (4) the encouragement from teachers and others reduced the level of students' anxiety. On the other hand, the reason that the Oral Anxiety of English majors no longer continued to decline is likely to have a steady state of reasons: (1) although the English level of postgraduate students is in the postgraduate level In the first year of the graduate student, the two grade English majors spend more time in academic research and paper writing, and the time and opportunity of practicing oral English will be reduced. (2) according to the dynamic system theory, in the process of English learning, the learners will always encounter a state of exclusion, leading to the English level. It is difficult to improve, and always tends to a relatively stable state, that is, the so-called petrifaction. At the end of this paper, the paper summarizes the research and puts forward some suggestions on teaching and learning. For teaching, it is suggested that teachers should optimize the way of questioning in class, provide a relaxed and comfortable learning environment, and provide more opportunities for students to practice. In oral English, teachers should ensure the comprehensible input of the class and correct appropriate language output in order to reduce students' oral anxiety. For students, they should improve their self-confidence, properly strengthen oral English practice, and correct the evaluation from others to reduce anxiety.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

【参考文献】