英语专业学生语言焦虑与交际意愿相关性研究
发布时间：2021-03-15 13:59
焦虑是二语习得领域最受关注的情感变量之一,Horwitz,Horwitz and Cope（1986）明确界定了语言焦虑之后,该领域的研究开始蓬勃发展。第二语言交际意愿主要始于MacIntyre等人的研究,并倡导把提高学生交际意愿作为语言教学的主要目标。本研究以MacIntyre和Charos（1996）提出的第二语言学习与交际模型及MacIntyre,Clément,D?rnyei和Noels（1998）提出的影响交流意愿的启发式模型为理论基础,围绕三个研究问题展开:（1）英语专业学生语言焦虑的现状及影响因素是什么?（2）英语专业学生交际意愿的现状及影响因素是什么?（3）语言焦虑,交际意愿及各影响因素之间有何关系?本研究以内蒙古师范大学外国语学院196名英语专业学生为研究对象,研究工具采用:（1）Baghaei（2013）编制的外语交流意愿量表;（2）Horwitz,Horwitz and Cope（1986）设计的外语课堂焦虑量表;（3）学生针对他们感到焦虑,最愿意交流或最不愿意交流的学习情境撰写的文章。研究结果表明:（1）当前英语专业学生处于中度焦虑（M=95.76,SD=18....
【文章来源】：内蒙古师范大学内蒙古自治区
【文章页数】：112 页
【学位级别】：硕士
【文章目录】：
中文摘要
abstract
Chapter Ⅰ Introduction
1.1 Research background
1.2 Significance of research
1.3 Layout of the thesis
Chapter Ⅱ Literature Review
2.1 Definition of key terms
2.1.1 Language anxiety
2.1.2 Willingness to communicate
2.2 Theoretical foundation
2.2.1 Model of second language learning and communication
2.2.2 Heuristic model of variables influencing WTC
2.3 Previous studies on language anxiety
2.3.1 Confounded approach
2.3.2 Specialized approach
2.3.3 Dynamic approach
2.3.4 Measurement of language anxiety
2.4 Previous studies on willingness to communicate
2.4.1 Quantitative approach
2.4.2 Qualitative approach
2.4.3 Mixed methods approach
2.4.4 Measurements of willingness to communicate
2.5 Previous studies on the correlation between LA and WTC
Chapter Ⅲ Research Methodology
3.1 Research questions
3.2 Subjects
3.3 Instruments
3.3.1 Willingness to Communicate in a Foreign Language Scale
3.3.2 Foreign Language Classroom Anxiety Scale
3.3.3 Focused essay
3.4 Research procedures
Chapter Ⅳ Results and Discussion
4.1 The results and discussion of language anxiety
4.1.1 The factor analysis of language anxiety
4.1.2 The descriptive statistics of language anxiety
4.1.3 The comparison of LA across four grades
4.1.4 The qualitative analysis of language anxiety
4.2 The results and discussion of willingness to communicate
4.2.1 The descriptive statistics of willingness to communicate
4.2.2 The comparison of WTC across four grades
4.2.3 The qualitative analysis of willingness to communicate
4.3 The correlations between LA,WTC and their influencing factors
4.3.1 The correlations between LA and its influencing factors
4.3.2 The correlations between WTC and its influencing factors
4.3.3 The correlations between LA and WTC
Chapter Ⅴ Conclusions
5.1 Major findings
5.2 Pedagogical implications
5.2.1 Establish a harmonious teacher-student relationship
5.2.2 Optimize the teaching design of foreign language class
5.2.3 Create a friendly foreign language classroom environment
5.3 Limitations of the present study and suggestions for the further study
References
Appendix Ⅰ
Appendix Ⅱ
Acknowledgements
攻读学位期间发表的学术论文目录
【参考文献】：
期刊论文
[1]职前外语教师语言焦虑的个案研究[J]. 李小鹏,彭琨. 宿州学院学报. 2019(09)
[2]初中英语课堂语言焦虑成因与策略探寻[J]. 钱亮. 教育界. 2018(08)
[3]影响学生课堂交际意愿的教师因素研究[J]. 林殿芳,王俊菊. 外语教学. 2018(04)
[4]初中生英语焦虑对英语学业成绩的影响——英语元认知的中介作用[J]. 杨丽恒,张珊. 教育理论与实践. 2017(35)
[5]中国大学生EFL与ESL中的学习焦虑对比实证研究[J]. 贾贻东. 中国外语教育. 2017(03)
[6]外语课堂提问与学生焦虑情绪缓解研究[J]. 张丽丽. 湖南邮电职业技术学院学报. 2017(02)
[7]我国外语焦虑研究:回顾与反思——基于外语类期刊近十年（2006—2015）论文的统计分析[J]. 李炯英,李青. 外语界. 2016(04)
[8]网络多模态环境下外语学习焦虑对大学生英语综合应用能力影响的实证研究[J]. 费伟. 外语电化教学. 2016(03)
[9]教师课堂管教策略与大学生英语交际意愿相关性的实证研究[J]. 吴婷. 外语教学. 2016(03)
[10]英语教学中的语言焦虑及解决策略[J]. 李红妮. 现代职业教育. 2016(13)
博士论文
[1]课堂环境下中国非英语专业本科生英语交际意愿研究[D]. 杨华.上海外国语大学 2013
硕士论文
[1]高中学生英语听力焦虑和英语听力策略相关性研究[D]. 赵璐.河北师范大学 2018
[2]高二学生英语交际意愿调查研究[D]. 叶琳.闽南师范大学 2018
[3]高一学生英语课堂焦虑研究[D]. 卞露露.鲁东大学 2016
[4]高中生英语口语自我概念与课堂内交际意愿的相关性研究[D]. 石娟.江西师范大学 2015
[5]初中生英语自我概念和英语课堂焦虑对英语成绩的影响[D]. 唐楠.河南大学 2015
本文编号：3084298
【文章来源】：内蒙古师范大学内蒙古自治区
【文章页数】：112 页
【学位级别】：硕士
【文章目录】：
中文摘要
abstract
Chapter Ⅰ Introduction
1.1 Research background
1.2 Significance of research
1.3 Layout of the thesis
Chapter Ⅱ Literature Review
2.1 Definition of key terms
2.1.1 Language anxiety
2.1.2 Willingness to communicate
2.2 Theoretical foundation
2.2.1 Model of second language learning and communication
2.2.2 Heuristic model of variables influencing WTC
2.3 Previous studies on language anxiety
2.3.1 Confounded approach
2.3.2 Specialized approach
2.3.3 Dynamic approach
2.3.4 Measurement of language anxiety
2.4 Previous studies on willingness to communicate
2.4.1 Quantitative approach
2.4.2 Qualitative approach
2.4.3 Mixed methods approach
2.4.4 Measurements of willingness to communicate
2.5 Previous studies on the correlation between LA and WTC
Chapter Ⅲ Research Methodology
3.1 Research questions
3.2 Subjects
3.3 Instruments
3.3.1 Willingness to Communicate in a Foreign Language Scale
3.3.2 Foreign Language Classroom Anxiety Scale
3.3.3 Focused essay
3.4 Research procedures
Chapter Ⅳ Results and Discussion
4.1 The results and discussion of language anxiety
4.1.1 The factor analysis of language anxiety
4.1.2 The descriptive statistics of language anxiety
4.1.3 The comparison of LA across four grades
4.1.4 The qualitative analysis of language anxiety
4.2 The results and discussion of willingness to communicate
4.2.1 The descriptive statistics of willingness to communicate
4.2.2 The comparison of WTC across four grades
4.2.3 The qualitative analysis of willingness to communicate
4.3 The correlations between LA,WTC and their influencing factors
4.3.1 The correlations between LA and its influencing factors
4.3.2 The correlations between WTC and its influencing factors
4.3.3 The correlations between LA and WTC
Chapter Ⅴ Conclusions
5.1 Major findings
5.2 Pedagogical implications
5.2.1 Establish a harmonious teacher-student relationship
5.2.2 Optimize the teaching design of foreign language class
5.2.3 Create a friendly foreign language classroom environment
5.3 Limitations of the present study and suggestions for the further study
References
Appendix Ⅰ
Appendix Ⅱ
Acknowledgements
攻读学位期间发表的学术论文目录
【参考文献】：
期刊论文
[1]职前外语教师语言焦虑的个案研究[J]. 李小鹏,彭琨. 宿州学院学报. 2019(09)
[2]初中英语课堂语言焦虑成因与策略探寻[J]. 钱亮. 教育界. 2018(08)
[3]影响学生课堂交际意愿的教师因素研究[J]. 林殿芳,王俊菊. 外语教学. 2018(04)
[4]初中生英语焦虑对英语学业成绩的影响——英语元认知的中介作用[J]. 杨丽恒,张珊. 教育理论与实践. 2017(35)
[5]中国大学生EFL与ESL中的学习焦虑对比实证研究[J]. 贾贻东. 中国外语教育. 2017(03)
[6]外语课堂提问与学生焦虑情绪缓解研究[J]. 张丽丽. 湖南邮电职业技术学院学报. 2017(02)
[7]我国外语焦虑研究:回顾与反思——基于外语类期刊近十年（2006—2015）论文的统计分析[J]. 李炯英,李青. 外语界. 2016(04)
[8]网络多模态环境下外语学习焦虑对大学生英语综合应用能力影响的实证研究[J]. 费伟. 外语电化教学. 2016(03)
[9]教师课堂管教策略与大学生英语交际意愿相关性的实证研究[J]. 吴婷. 外语教学. 2016(03)
[10]英语教学中的语言焦虑及解决策略[J]. 李红妮. 现代职业教育. 2016(13)
博士论文
[1]课堂环境下中国非英语专业本科生英语交际意愿研究[D]. 杨华.上海外国语大学 2013
硕士论文
[1]高中学生英语听力焦虑和英语听力策略相关性研究[D]. 赵璐.河北师范大学 2018
[2]高二学生英语交际意愿调查研究[D]. 叶琳.闽南师范大学 2018
[3]高一学生英语课堂焦虑研究[D]. 卞露露.鲁东大学 2016
[4]高中生英语口语自我概念与课堂内交际意愿的相关性研究[D]. 石娟.江西师范大学 2015
[5]初中生英语自我概念和英语课堂焦虑对英语成绩的影响[D]. 唐楠.河南大学 2015
本文编号：3084298
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