不同任务难度下高职生英语阅读焦虑和阅读成绩的相关性研究
发布时间：2022-02-11 10:21
本研究以人本主义心理学和克拉申的情感过滤假说为理论依据,浙江某高职院校大一学生为研究对象,运用英语阅读焦虑量表（ERAS）和半结构化访谈等形式来分析高职学生英语阅读焦虑的状况以及焦虑的来源,探究不同任务难度下英语阅读焦虑和阅读成绩关系。本研究主要探讨以下问题:（1）目前,高职生的英语阅读焦虑状况如何以及影响高职生英语阅读焦虑的原因有哪些?（2）在较难的阅读任务上,不同焦虑水平学习者的阅读成绩是否存在显著差异?（3）在较简单的阅读任务上,不同焦虑水平学习者的阅读成绩是否存在显著差异?研究发现:（1）目前,高职生普遍存在中等程度的英语阅读焦虑,阅读焦虑总体水平值为64.2,平均单项焦虑水平值为3.22,四个因子中,阅读细节焦虑值最高,为3.56,达到了高等水平;阅读理解焦虑和阅读不自信焦虑分别为3.35和3.21,达到了中等水平;阅读学习困难相对较低,为2.95,但也达到了中等焦虑水平。（2）影响高职生英语阅读焦虑的原因有四个方面:过度关注阅读材料细节,过度注重阅读效果,缺乏文化背景制视以及缺乏阅读自信。（3）不同任务难度下英语阅读焦虑水平与阅读成绩之间的关系不一致,在较难的阅读任务上,英...
【文章来源】：浙江工商大学浙江省
【文章页数】：71 页
【学位级别】：硕士
【文章目录】：
ABSTRACT
摘要
List of Abbreviations
Chapter One Introduction
1.1 Background of the Research
1.2 Need of the Research
1.3 Purpose and Significance of the Research
1.4 Organization of the Thesis
Chapter Two Literature Review
2.1 Theoretical Foundations
2.1.1 Humanistic Psychology
2.1.2 Krashen’s Affective Filter Hypothesis
2.2 Anxiety
2.2.1 Definitions of Anxiety
2.2.2 Two Major Classifications of Anxiety
2.3 Foreign Language Anxiety(FLA)
2.3.1 Definitions of FLA
2.3.2 Classification of FLA
2.3.3 Studies on the Correlation between FLA and Language Performance
2.4 Foreign Language Reading Anxiety(FLRA)
2.4.1 Definitions of FLRA
2.4.2 Studies on Contributing Factors of FLRA
2.4.3 Studies on the Correlation between FLRA and Reading Performance
2.5 Summary
Chapter Three Research Methodology
3.1 Research Questions
3.2 Subjects
3.3 Instruments
3.3.1 English Reading Anxiety Scale(ERAS)
3.3.1.1 Validity of the ERAS
3.3.1.2 Reliability of the ERAS
3.3.2 Reading Test
3.3.3 Semi-structured Interview
3.4 Data Collection and Analysis Procedures
Chapter Four Results and Discussion
4.1 Results
4.1.1 Results of the ERAS
4.1.2 Results of Reading Test
4.1.2.1 Descriptive Statistics of Reading Test Scores
4.1.2.2 Verification Results of Scores of Cloze Test and Text Reading
4.1.3 Results of Reading Performance with Different Reading Anxiety Groups inHigh-Difficulty Reading Task
4.1.4 Results of Reading Performance with Different Reading Anxiety Groups inLow-Difficulty Reading Task
4.1.5 Major Causes of English Reading Anxiety among Vocational Students
4.2 Discussion
4.2.1 Overall State of Vocational Students’Anxiety in English Reading
4.2.2 Differences in Reading Performance of Students at Different Anxiety Levels inHigh-Difficulty Reading Task
4.2.3 Differences in Reading Performance of Students at Different Anxiety Levels inLow-Difficulty Reading Task
4.2.4 Discussion on the Causes of English Reading Anxiety
4.3 Summary
Chapter Five Conclusion
5.1 Major Findings
5.2 Pedagogical Implications
5.3 Limitations and Room for Future Research
Bibliography
Appendix1:English Reading Anxiety Scale
Appendix2:Reading Test
Appendix3:Interview Questions
Acknowledgements
【参考文献】：
期刊论文
[1]非英语专业大学生英语学习焦虑多维度研究[J]. 郭燕,徐锦芬. 外语界. 2014(04)
[2]初中生英语学习焦虑对学习成绩的影响[J]. 周凤敏. 山东师范大学外国语学院学报(基础英语教育). 2013(05)
[3]关于留学生现代汉语阅读焦虑感所做的研究[J]. 赵青. 语文建设. 2013(24)
[4]英语阅读焦虑对学生阅读成绩的影响[J]. 张双华. 长春理工大学学报. 2012(05)
[5]高中生英语阅读焦虑调查的案例研究[J]. 刘建军. 新余学院学报. 2012(02)
[6]大学英语课外阅读焦虑问题与文本情感处理策略实证研究[J]. 葛茜. 青岛大学师范学院学报. 2011(03)
[7]英语阅读焦虑研究——来自英语专业学生的调查报告[J]. 赵云丽,邓大飞,杨金环. 广西民族师范学院学报. 2010(04)
[8]汉语阅读焦虑源的国别差异分析[J]. 范祖奎. 汉语学习. 2009(03)
[9]中国大学生英语阅读焦虑感研究[J]. 邱明明,寮菲. 西安外国语大学学报. 2007(04)
[10]外语阅读焦虑与英语成绩及性别的关系[J]. 石运章,刘振前. 解放军外国语学院学报. 2006(02)
硕士论文
[1]外语阅读焦虑构想在中国外语专业学习者中的检测[D]. 王国华.东北师范大学 2006
本文编号：3620105
【文章来源】：浙江工商大学浙江省
【文章页数】：71 页
【学位级别】：硕士
【文章目录】：
ABSTRACT
摘要
List of Abbreviations
Chapter One Introduction
1.1 Background of the Research
1.2 Need of the Research
1.3 Purpose and Significance of the Research
1.4 Organization of the Thesis
Chapter Two Literature Review
2.1 Theoretical Foundations
2.1.1 Humanistic Psychology
2.1.2 Krashen’s Affective Filter Hypothesis
2.2 Anxiety
2.2.1 Definitions of Anxiety
2.2.2 Two Major Classifications of Anxiety
2.3 Foreign Language Anxiety(FLA)
2.3.1 Definitions of FLA
2.3.2 Classification of FLA
2.3.3 Studies on the Correlation between FLA and Language Performance
2.4 Foreign Language Reading Anxiety(FLRA)
2.4.1 Definitions of FLRA
2.4.2 Studies on Contributing Factors of FLRA
2.4.3 Studies on the Correlation between FLRA and Reading Performance
2.5 Summary
Chapter Three Research Methodology
3.1 Research Questions
3.2 Subjects
3.3 Instruments
3.3.1 English Reading Anxiety Scale(ERAS)
3.3.1.1 Validity of the ERAS
3.3.1.2 Reliability of the ERAS
3.3.2 Reading Test
3.3.3 Semi-structured Interview
3.4 Data Collection and Analysis Procedures
Chapter Four Results and Discussion
4.1 Results
4.1.1 Results of the ERAS
4.1.2 Results of Reading Test
4.1.2.1 Descriptive Statistics of Reading Test Scores
4.1.2.2 Verification Results of Scores of Cloze Test and Text Reading
4.1.3 Results of Reading Performance with Different Reading Anxiety Groups inHigh-Difficulty Reading Task
4.1.4 Results of Reading Performance with Different Reading Anxiety Groups inLow-Difficulty Reading Task
4.1.5 Major Causes of English Reading Anxiety among Vocational Students
4.2 Discussion
4.2.1 Overall State of Vocational Students’Anxiety in English Reading
4.2.2 Differences in Reading Performance of Students at Different Anxiety Levels inHigh-Difficulty Reading Task
4.2.3 Differences in Reading Performance of Students at Different Anxiety Levels inLow-Difficulty Reading Task
4.2.4 Discussion on the Causes of English Reading Anxiety
4.3 Summary
Chapter Five Conclusion
5.1 Major Findings
5.2 Pedagogical Implications
5.3 Limitations and Room for Future Research
Bibliography
Appendix1:English Reading Anxiety Scale
Appendix2:Reading Test
Appendix3:Interview Questions
Acknowledgements
【参考文献】：
期刊论文
[1]非英语专业大学生英语学习焦虑多维度研究[J]. 郭燕,徐锦芬. 外语界. 2014(04)
[2]初中生英语学习焦虑对学习成绩的影响[J]. 周凤敏. 山东师范大学外国语学院学报(基础英语教育). 2013(05)
[3]关于留学生现代汉语阅读焦虑感所做的研究[J]. 赵青. 语文建设. 2013(24)
[4]英语阅读焦虑对学生阅读成绩的影响[J]. 张双华. 长春理工大学学报. 2012(05)
[5]高中生英语阅读焦虑调查的案例研究[J]. 刘建军. 新余学院学报. 2012(02)
[6]大学英语课外阅读焦虑问题与文本情感处理策略实证研究[J]. 葛茜. 青岛大学师范学院学报. 2011(03)
[7]英语阅读焦虑研究——来自英语专业学生的调查报告[J]. 赵云丽,邓大飞,杨金环. 广西民族师范学院学报. 2010(04)
[8]汉语阅读焦虑源的国别差异分析[J]. 范祖奎. 汉语学习. 2009(03)
[9]中国大学生英语阅读焦虑感研究[J]. 邱明明,寮菲. 西安外国语大学学报. 2007(04)
[10]外语阅读焦虑与英语成绩及性别的关系[J]. 石运章,刘振前. 解放军外国语学院学报. 2006(02)
硕士论文
[1]外语阅读焦虑构想在中国外语专业学习者中的检测[D]. 王国华.东北师范大学 2006
本文编号：3620105
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