农村地区高中学困生英语学习焦虑的调查研究
发布时间：2019-06-05 10:31
【摘要】：外语学习焦虑是影响学习者英语学习的重要情感因素之一。国内外许多学者已经对包括英语在内的外语学习焦虑进行了比较广泛的研究,并取得了丰硕的成果。但是,目前许多研究主要聚焦大学生、留学生或成人的英语学习焦虑,对中学生的学习焦虑,特别是农村高中英语学困生的学习焦虑的研究还相对较少。本文为针对农村高中英语学困生英语学习焦虑展开调查研究,旨在全面了解高中英语学困生英语学习焦虑的现状,造成学习焦虑的因素,并在此基础上提出降低这些学困生英语学习焦虑的建议与对策。基于情感过滤假说、输入理论和人本主义心理学理论,本文主要研究以下几个问题:第一,农村高中学困生英语学习焦虑的总体水平如何?第二,农村高中学困生英语学习焦虑程度各指标间有何不同?哪种焦虑指标的程度最高,哪种最低?第三,农村高中学困生英语学习焦虑的影响因素有哪些?有何对策?本次研究的研究对象为蒋王中学128名高二英语学困生,采用了问卷调查和访谈两种方式来收集数据。调查问卷改编自Horwitz的外语课堂焦虑量表,旨在了解高中英语学困生英语学习焦虑的现状和焦虑产生的原因。而访谈则是对调查问卷的补充,进一步了解影响农村高中学困生英语学习焦虑的因素,并就如何减轻英语学习焦虑向访谈对象征求建议。通过对研究结果的分析,最终本论文得出以下结论,1)农村高中学困生普遍存在英语学习焦虑,其中41.7%的英语学困生有高度的英语学习焦虑2)数据分析发现农村高中英语学困生的交际恐惧程度最高,而负评价焦虑则程度最低。3)基于问卷和访谈结果,总结出了导致农村高中学困生英语学习焦虑的因素有学校和教师因素、学生自身因素以及家庭因素。本研究教学启示如下:首先,英语教师应该更加关注学生的情感需求而不仅仅是学习成绩,他们应当尊重和关心学困生。第二,教师应该充分了解农村学困生的特点,并据此来改进教学方法,这样才能有效地改善学困生的英语学习。第三,英语教师应该优化提问策略来缓解学生的英语学习焦虑。本研究主要存在三点不足。首先,研究的样本容量不够大。其次,本研究对影响农村高中学困生英语学习焦虑的因素总结的不够全面、充分,还有许多其他的可能因素有待发现。最后,减轻英语学习焦虑的建议是根据本研究所总结的影响因素而提出的,并未通过教学实践的检验,其有效性有待进一步证实。
[Abstract]:Foreign language learning anxiety is one of the important affective factors that affect learners' English learning. Many scholars at home and abroad have done extensive research on foreign language learning anxiety, including English, and have achieved fruitful results. However, at present, many studies mainly focus on the English learning anxiety of college students, foreign students or adults, and there are relatively few studies on the learning anxiety of middle school students, especially those with English learning difficulties in rural senior high schools. The purpose of this paper is to investigate the English learning anxiety of senior high school students with English learning difficulties. The purpose of this paper is to fully understand the present situation of English learning anxiety of senior high school students with English learning difficulties and the factors leading to learning anxiety. On this basis, some suggestions and countermeasures are put forward to reduce the English learning anxiety of these students with learning difficulties. Based on the affective filtering hypothesis, input theory and humanistic psychology theory, this paper mainly studies the following issues: first, what is the overall level of English learning anxiety of poor students in rural senior middle schools? Second, what are the differences in the degree of English learning anxiety among the poor students in rural senior middle schools? Which anxiety index is the highest and which is the lowest? Third, what are the influencing factors of English learning anxiety among poor students in rural senior middle schools? What are the countermeasures? The subjects of this study were 128 sophomores with English learning difficulties in Jiang Wang Middle School. Questionnaire survey and interview were used to collect the data. The questionnaire was adapted from Horwitz's Foreign language classroom anxiety scale in order to understand the present situation of English learning anxiety of senior high school students with English learning difficulties and the causes of anxiety. The interview is a supplement to the questionnaire to further understand the factors that affect the English learning anxiety of poor students in rural senior middle schools, and ask the interviewees for suggestions on how to reduce the English learning anxiety. Through the analysis of the results of the study, the following conclusions are drawn: 1) English learning anxiety is common among students with difficulties in rural senior middle schools. 41.7% of the students with English learning difficulties had a high degree of English learning anxiety. 2) data analysis showed that rural senior high school students with English learning difficulties had the highest degree of communicative fear, while the negative evaluation anxiety was the lowest. 3) based on the results of questionnaires and interviews, It is concluded that the factors leading to English learning anxiety of poor students in rural senior middle schools are school and teacher factors, students' own factors and family factors. The teaching implications of this study are as follows: first of all, English teachers should pay more attention to students' emotional needs than just academic achievement, and they should respect and care for students with learning difficulties. Second, teachers should fully understand the characteristics of rural students with learning difficulties and improve their teaching methods, so as to effectively improve the English learning of students with learning difficulties. Third, English teachers should optimize questioning strategies to alleviate students' anxiety in English learning. There are three main shortcomings in this study. First of all, the sample size of the study is not large enough. Secondly, this study summarizes the factors that affect the English learning anxiety of students with difficulties in rural senior middle schools is not comprehensive and sufficient, and there are many other possible factors to be found. Finally, the suggestions to reduce English learning anxiety are based on the influencing factors summarized in this study, and have not passed the test of teaching practice, and its effectiveness needs to be further confirmed.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
[Abstract]:Foreign language learning anxiety is one of the important affective factors that affect learners' English learning. Many scholars at home and abroad have done extensive research on foreign language learning anxiety, including English, and have achieved fruitful results. However, at present, many studies mainly focus on the English learning anxiety of college students, foreign students or adults, and there are relatively few studies on the learning anxiety of middle school students, especially those with English learning difficulties in rural senior high schools. The purpose of this paper is to investigate the English learning anxiety of senior high school students with English learning difficulties. The purpose of this paper is to fully understand the present situation of English learning anxiety of senior high school students with English learning difficulties and the factors leading to learning anxiety. On this basis, some suggestions and countermeasures are put forward to reduce the English learning anxiety of these students with learning difficulties. Based on the affective filtering hypothesis, input theory and humanistic psychology theory, this paper mainly studies the following issues: first, what is the overall level of English learning anxiety of poor students in rural senior middle schools? Second, what are the differences in the degree of English learning anxiety among the poor students in rural senior middle schools? Which anxiety index is the highest and which is the lowest? Third, what are the influencing factors of English learning anxiety among poor students in rural senior middle schools? What are the countermeasures? The subjects of this study were 128 sophomores with English learning difficulties in Jiang Wang Middle School. Questionnaire survey and interview were used to collect the data. The questionnaire was adapted from Horwitz's Foreign language classroom anxiety scale in order to understand the present situation of English learning anxiety of senior high school students with English learning difficulties and the causes of anxiety. The interview is a supplement to the questionnaire to further understand the factors that affect the English learning anxiety of poor students in rural senior middle schools, and ask the interviewees for suggestions on how to reduce the English learning anxiety. Through the analysis of the results of the study, the following conclusions are drawn: 1) English learning anxiety is common among students with difficulties in rural senior middle schools. 41.7% of the students with English learning difficulties had a high degree of English learning anxiety. 2) data analysis showed that rural senior high school students with English learning difficulties had the highest degree of communicative fear, while the negative evaluation anxiety was the lowest. 3) based on the results of questionnaires and interviews, It is concluded that the factors leading to English learning anxiety of poor students in rural senior middle schools are school and teacher factors, students' own factors and family factors. The teaching implications of this study are as follows: first of all, English teachers should pay more attention to students' emotional needs than just academic achievement, and they should respect and care for students with learning difficulties. Second, teachers should fully understand the characteristics of rural students with learning difficulties and improve their teaching methods, so as to effectively improve the English learning of students with learning difficulties. Third, English teachers should optimize questioning strategies to alleviate students' anxiety in English learning. There are three main shortcomings in this study. First of all, the sample size of the study is not large enough. Secondly, this study summarizes the factors that affect the English learning anxiety of students with difficulties in rural senior middle schools is not comprehensive and sufficient, and there are many other possible factors to be found. Finally, the suggestions to reduce English learning anxiety are based on the influencing factors summarized in this study, and have not passed the test of teaching practice, and its effectiveness needs to be further confirmed.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
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