高中学生英语学习焦虑的调查研究
发布时间：2019-03-21 07:53
【摘要】：自二十世纪六十年代以来,随着人本主义心理学的出现,许多国外的研究者开始将注意力从传统语言教学转移到到语言学习过程中的个体差异。学习者的情感变量已被普遍认为与外语学习有紧密的联系,其中焦虑被认为是影响外语学习成效的重要因素之一。然而,很少研究涉及焦虑对中国高中生英语学习的影响。本研究对江西万载二中高一年级三个班的155名学生的英语学习焦虑情况进行了仔细研究。为了获取一些有见解的信息,该研究将进行如下几个问题的研究:1.高中生整体的焦虑情况;2.语言焦虑和学习成绩的相互关系;3.男女生焦虑的异同;4.高水平英语学习者与低水平英语学习者的焦虑差异。该研究懫用了Horwitz(1986)设计的外语课堂焦虑量表,对高一年级155名学生进行了问卷调查。其中六名被试者参与访谈,深入了解学生英语学习焦虑的原因及影响。通过统计软件SPSS 17.0,该研究对数据分别进行了描述性统计,相关分析,和独立样本T检验分析得出以下研究结果。第一,高一学生确实存在中等程度的英语学习焦虑。其中,负评价焦虑最为显著,高于口语沟通焦虑和考试焦虑;第二,学生的英语学习焦虑和成绩呈负相关;第三,男生比女生英语学习焦虑程度更高,但总体看差异不显著;第四,不同英语水平学生的焦虑程度存在显著差异。高水平英语学习者的焦虑程度低于低水平英语学习者。基于数据分析和访谈结果,提出了一些相对应的可行性建议。一方面,帮助学生改变英语学习的消极观念,培养正确而适当的自信心,均是缓解学生英语学习焦虑的良策。另一方面,为了营造良好轻松地学习氛围,英语教师不仅要提供可理解的语言输入,而且优化纠错方式。此外,合作学习有利于减少语言焦虑,促进英语学习成效。
[Abstract]:Since the 1960s, with the emergence of humanistic psychology, many foreign researchers began to shift their attention from traditional language teaching to individual differences in the process of language learning. Learners' affective variables have been widely considered to be closely related to foreign language learning, among which anxiety is considered to be one of the important factors affecting the achievement of foreign language learning. However, little research has been done on the impact of anxiety on Chinese senior high school students' English learning. This study studied the English learning anxiety of 155 students in three classes of middle school and senior high school of Wanzai No. 2 Middle School in Jiangxi Province. In order to obtain some insightful information, the study will carry out research on several issues as follows: 1. The overall anxiety of high school students; 2. The relationship between language anxiety and academic achievement; 3. The similarities and differences of anxiety between boys and girls; 4. Anxiety differences between high-level English learners and low-level English learners. Using the Foreign language classroom anxiety scale designed by Horwitz (1986), a questionnaire survey was conducted among 155 students in the first year of senior high school. Six of them participated in the interview to understand the causes and effects of students' anxiety in English learning. By statistical software SPSS 17.0, the data were analyzed by descriptive statistics, correlation analysis and independent sample T test. First, senior high school students do have a moderate level of anxiety in English learning. Among them, negative evaluation anxiety is the most significant, higher than oral communication anxiety and test anxiety; second, students' English learning anxiety and scores are negatively correlated; third, boys are higher than girls in English learning anxiety, but the overall difference is not significant; Fourth, there are significant differences in anxiety among students with different English proficiency. The anxiety level of high-level English learners is lower than that of low-level English learners. Based on the data analysis and interview results, some corresponding feasibility suggestions are put forward. On the one hand, helping students to change the negative ideas of English learning and cultivate correct and appropriate self-confidence are good ways to alleviate students' anxiety in English learning. On the other hand, in order to create a good and easy learning atmosphere, English teachers should not only provide comprehensible language input, but also optimize error correction methods. In addition, cooperative learning is helpful to reduce language anxiety and promote English learning.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41
[Abstract]:Since the 1960s, with the emergence of humanistic psychology, many foreign researchers began to shift their attention from traditional language teaching to individual differences in the process of language learning. Learners' affective variables have been widely considered to be closely related to foreign language learning, among which anxiety is considered to be one of the important factors affecting the achievement of foreign language learning. However, little research has been done on the impact of anxiety on Chinese senior high school students' English learning. This study studied the English learning anxiety of 155 students in three classes of middle school and senior high school of Wanzai No. 2 Middle School in Jiangxi Province. In order to obtain some insightful information, the study will carry out research on several issues as follows: 1. The overall anxiety of high school students; 2. The relationship between language anxiety and academic achievement; 3. The similarities and differences of anxiety between boys and girls; 4. Anxiety differences between high-level English learners and low-level English learners. Using the Foreign language classroom anxiety scale designed by Horwitz (1986), a questionnaire survey was conducted among 155 students in the first year of senior high school. Six of them participated in the interview to understand the causes and effects of students' anxiety in English learning. By statistical software SPSS 17.0, the data were analyzed by descriptive statistics, correlation analysis and independent sample T test. First, senior high school students do have a moderate level of anxiety in English learning. Among them, negative evaluation anxiety is the most significant, higher than oral communication anxiety and test anxiety; second, students' English learning anxiety and scores are negatively correlated; third, boys are higher than girls in English learning anxiety, but the overall difference is not significant; Fourth, there are significant differences in anxiety among students with different English proficiency. The anxiety level of high-level English learners is lower than that of low-level English learners. Based on the data analysis and interview results, some corresponding feasibility suggestions are put forward. On the one hand, helping students to change the negative ideas of English learning and cultivate correct and appropriate self-confidence are good ways to alleviate students' anxiety in English learning. On the other hand, in order to create a good and easy learning atmosphere, English teachers should not only provide comprehensible language input, but also optimize error correction methods. In addition, cooperative learning is helpful to reduce language anxiety and promote English learning.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41
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