本文關(guān)鍵詞：高中生英語(yǔ)學(xué)習(xí)焦慮研究　出處：《洛陽(yáng)師范學(xué)院》2015年碩士論文　論文類(lèi)型：學(xué)位論文

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【摘要】：長(zhǎng)期以來(lái)，焦慮作為影響語(yǔ)言學(xué)習(xí)的重要因素之一而被國(guó)內(nèi)外學(xué)者研究。而學(xué)生的外語(yǔ)學(xué)習(xí)焦慮是隨著時(shí)間而變化的，與之相關(guān)的因素也有相應(yīng)的變化。本研究選取鄭州兩所高中隨機(jī)抽取的286名學(xué)生和6名英語(yǔ)教師作為研究對(duì)象。因?yàn)橛⒄Z(yǔ)在我國(guó)大部分的學(xué)校是作為外語(yǔ)課程開(kāi)設(shè)的，那么本研究的目的就在于分析以英語(yǔ)作為外語(yǔ)的高中學(xué)生英語(yǔ)學(xué)習(xí)焦慮的現(xiàn)狀及其相關(guān)因素，并從教師層面提出相應(yīng)的策略。本研究將定量研究和定性研究結(jié)合起來(lái)，具體來(lái)說(shuō)，就是采用描述性統(tǒng)計(jì)和半結(jié)構(gòu)式訪談對(duì)外語(yǔ)課堂焦慮量表所得的數(shù)據(jù)和訪談資料進(jìn)行分析，得出以下結(jié)果：(1)目前高中生英語(yǔ)學(xué)習(xí)焦慮水平普遍偏高，半數(shù)以上的學(xué)生在英語(yǔ)學(xué)習(xí)中非常緊張；(2)女生在交際恐慌，考試焦慮和對(duì)負(fù)面評(píng)價(jià)的焦慮各方面比男生焦慮；(3)文科學(xué)生和理科學(xué)生在英語(yǔ)學(xué)習(xí)焦慮水平上沒(méi)有明顯差異；(4)考試焦慮是高中學(xué)生英語(yǔ)學(xué)習(xí)的主要焦慮。在與英語(yǔ)教師的探討和數(shù)據(jù)分析后，得出與高中學(xué)生英語(yǔ)學(xué)習(xí)焦慮相關(guān)的因素:(1)學(xué)生該年齡階段的心理特點(diǎn)；(2)不切實(shí)際的期望與盲目的競(jìng)爭(zhēng)心理；(3)性別差異；(4)他們長(zhǎng)期以來(lái)的傳統(tǒng)學(xué)習(xí)狀態(tài)；(5)教師的教學(xué)方法；(6)課堂上教師言語(yǔ)的難度水平等。 根據(jù)這些有關(guān)因素，本研究將英語(yǔ)教學(xué)與心理學(xué)結(jié)合起來(lái)，針對(duì)英語(yǔ)教師提出了一些實(shí)用的教學(xué)策略來(lái)應(yīng)對(duì)或減輕高中學(xué)生英語(yǔ)學(xué)習(xí)的焦慮。(1)英語(yǔ)教師可以采取相應(yīng)措施幫助學(xué)生應(yīng)對(duì)已存在的焦慮狀況；(2)教師應(yīng)幫助培養(yǎng)學(xué)生的情緒能力；(3)教師可通過(guò)改變課堂結(jié)構(gòu)來(lái)創(chuàng)造輕松的課堂環(huán)境，開(kāi)展適當(dāng)?shù)幕顒?dòng)；(4)改變教學(xué)方法，使用分層次教學(xué)法來(lái)減輕學(xué)生的英語(yǔ)學(xué)習(xí)焦慮。 如果這些策略都可以得到堅(jiān)持有效的實(shí)施，那么學(xué)生英語(yǔ)學(xué)習(xí)的焦慮就會(huì)很大程度上減少，同時(shí)他們的英語(yǔ)學(xué)習(xí)效率也會(huì)增加。然而，使所有的這些策略能夠有效實(shí)施的完美的情況是幾乎不存在的。與學(xué)生英語(yǔ)學(xué)習(xí)焦慮有關(guān)的因素是非常復(fù)雜的，還需要更多的研究。英語(yǔ)教師要及時(shí)反思自己的課堂教學(xué)，關(guān)注學(xué)生焦慮的有關(guān)因素，并適當(dāng)調(diào)整自己的教學(xué)。
[Abstract]:For a long time, anxiety, as one of the important factors affecting language learning, has been studied by scholars at home and abroad, and students' anxiety in foreign language learning changes with time. In this study, 286 randomly selected students and 6 English teachers from two high schools in Zhengzhou were selected as the subjects of the study, because English is taught as a foreign language in most schools in China. Cheng opened it. The purpose of this study is to analyze the current situation and related factors of English learning anxiety among senior high school students who use English as a foreign language. And put forward the corresponding strategies from the teacher level. This study combines quantitative research and qualitative research, specifically speaking. Descriptive statistics and semi-structured interviews are used to analyze the data and interview data obtained from the Foreign language classroom anxiety scale (EFL). The following results are obtained: 1) at present, the English learning anxiety level of senior high school students is generally high. More than half of the students are very nervous in their English study. 2) female students are more anxious than boys in communication panic, test anxiety and negative evaluation; (3) there is no significant difference in English learning anxiety between liberal arts students and science students; Test anxiety is the main anxiety of senior high school students in English learning. The psychological characteristics of high school students at this age stage are obtained by analyzing the factors related to English learning anxiety in senior high school students: 1. (2) unrealistic expectations and blind competitive psychology; Gender differences; (4) their traditional learning state for a long time; (5) Teachers' teaching methods; 6) the difficulty level of teacher's speech in class. According to these relevant factors, this study combines English teaching with psychology. Some practical teaching strategies are put forward for English teachers to cope with or alleviate the anxiety of senior high school students. (1) English teachers can take appropriate measures to help students cope with the existing anxiety; 2) Teachers should help develop students' emotional ability; Teachers can create a relaxed classroom environment and carry out appropriate activities by changing the classroom structure; Change the teaching method and use the hierarchical teaching method to alleviate the students' anxiety in English learning. If these strategies can be implemented effectively, students' anxiety in English learning will be greatly reduced and their English learning efficiency will increase. The perfect situation in which all these strategies can be implemented effectively is almost non-existent. The factors related to students' English learning anxiety are very complex. English teachers should reflect on their classroom teaching, pay attention to the related factors of students' anxiety, and adjust their teaching appropriately.
【學(xué)位授予單位】：洛陽(yáng)師范學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.41

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本文編號(hào)：1397658