非英语专业研究生英语学习焦虑与英语成绩的相关性研究

发布时间：2021-04-23 22:34

　　焦虑作为外语习得中一个至关重要的变量备受教育研究者们的关注。在我国,中学生、大学生是英语学习焦虑的主要研究对象,全日制研究生很少被关注。研究生是国家重点培养的专业研究人员。随着我国高等教育不断扩大招生规模,非英语专业研究生已成为庞大的外语学习群体。由于研究生的英语学习在英语学习教学大纲中有严格的硬性规定,加之研究生本身的特殊性,使得这个群体中的英语学习焦虑现象以及引起焦虑的原因愈发值得探究。本研究具体探讨以下几个问题:（1）非英语专业研究生英语学习焦虑的现状如何?（2）非英语专业研究生英语学习焦虑与英语成绩之间是否具有相关性?如果存在相关性,相关程度如何?是正相关还是负相关?（3）性别、专业、学校背景（毕业中学）是否与非英语专业研究生英语学习焦虑存在相关性?如果存在相关性,相关程度如何?（4）引起非英语专业研究生英语学习焦虑的潜在因素有哪些?本研究的研究对象为中北大学非英语专业研究生二年级的204名学生。其中男生人数为104,女生人数为100。按文科和理工科专业划分,文科生人数为97,理工科人数为107。本次调查研究是以定量研究和定性研究相结合的方法。定量研究部分通过问卷调查的形式调查... 

【文章来源】：中北大学山西省

【文章页数】：80 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Research background
    1.2 Research purpose and procedure of the study
    1.3 The significance of the study
    1.4 The structure of the study
Chapter Two Literature Review
    2.1 Definitions of foreign language learning anxiety
    2.2 Classifications of anxiety
        2.2.1 Communication apprehension,test anxiety and fear of negativeevaluation
        2.2.2 Trait anxiety,state anxiety and situation-specific anxiety
        2.2.3 Facilitating anxiety and debilitating anxiety
        2.2.4 Input anxiety,processing anxiety and output anxiety
        2.2.5 Interpersonal-based,intrapersonal-based and skill-based anxiety
    2.3 Scales for measuring anxiety
    2.4 Sources of foreign language learning anxiety
    2.5 Relevant studies on foreign language learning anxiety
        2.5.1 Foreign language learning anxiety and learning achievement
        2.5.2 Foreign language learning anxiety and gender
        2.5.3 Reducing the foreign language learning anxiety
    2.6 Limitations of previous studies
Chapter Three Theoretical Foundation
    3.1 Krashen's affective filter hypothesis
    3.2 Humanistic psychology
Chapter Four Research Methodology
    4.1 Research questions
    4.2 Subjects
    4.3 Research instruments
        4.3.1 Questionnaires
        4.3.2 In-depth interview
    4.4 Pilot study
    4.5 Procedures
        4.5.1 Data collection
        4.5.2 Data coding
        4.5.3 Data analysis
Chapter Five Data Analysis and Discussions
    5.1 Reliability and validity of the instrument
        5.1.1 The reliability of FLCAS
        5.1.2 The validity of FLCAS
    5.2 The general picture of English learning anxiety of postgraduates
        5.2.1 Communication apprehension
        5.2.2 Test anxiety
        5.2.3 Fear of negative evaluation
        5.2.4 General feeling of anxiety
        5.2.5 Overview of English learning anxiety level
        5.2.6 Comparing with previous studies
        5.2.7 Four subcategories of English learning anxiety
    5.3 Correlation between English learning anxiety and English learningachievement
    5.4 Regression analysis between English learning anxiety and Englishachievement
    5.5 Correlations between English learning anxiety and gender,major,schoolbackground
        5.5.1 Gender
        5.5.2 Major
        5.5.3 School background
    5.6 Results and discussion of the interview data
    5.7 Summary of the results
Chapter Six Conclusion
    6.1 Major findings
    6.2 Pedagogical implications
        6.2.1 Creating positive and harmonious atmosphere in English class
        6.2.2 Forming rational attitude to test
        6.2.3 Establishing learner's self-confidence
    6.3 Limitations of the research
    6.4 Suggestions for future research
References
Appendix Ⅰ Questionnaire
Appendix Ⅱ Questionnaire
Appendix Ⅲ Outline of Interview
Appendix Ⅳ List of Tables
Papers Published during MA Program



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