本文選題：情感過濾假說 + 外語教學(xué)��； 參考：《福建師范大學(xué)》2015年碩士論文

【摘要】：閱讀作為外語學(xué)習(xí)過程中一種重要的輸入方式,與學(xué)習(xí)者語言學(xué)習(xí)的成敗密切相關(guān)。近年來,針對英語閱讀學(xué)習(xí)所進(jìn)行的研究可謂層出不窮。然而,目前有關(guān)于初三學(xué)生英語閱讀學(xué)習(xí)過程中情感狀況(動機、焦慮和自信)、閱讀認(rèn)知策略使用情況和閱讀成績的相關(guān)性研究卻寥寥無幾。鑒于此,本研究以克拉申(Krashen,1981)情感過濾假說為理論基礎(chǔ),通過采用實證研究的方法,對福建省福州市第十六中學(xué)初三(3)班和(4)班的學(xué)習(xí)者進(jìn)行英語閱讀學(xué)習(xí)問卷調(diào)查,目的在于了解初三學(xué)習(xí)者英語閱讀學(xué)習(xí)過程中的情感狀態(tài)和閱讀認(rèn)知策略使用情況,探討語言學(xué)習(xí)中的情感因素、閱讀認(rèn)知策略和閱讀成績之間的關(guān)系。本研究使用SPSS19.0對問卷所獲得的數(shù)據(jù)進(jìn)行描述性統(tǒng)計分析、均值比較、皮爾森相關(guān)分析以及獨立樣本T檢驗等。研究結(jié)果發(fā)現(xiàn),所調(diào)查的兩個班中絕大多數(shù)學(xué)習(xí)者的閱讀學(xué)習(xí)焦慮處在中等水平,總體自信程度處于中低度水平,但大部分學(xué)習(xí)者有中高度的閱讀學(xué)習(xí)動機。就閱讀認(rèn)知策略的使用情況來看,兩個班的學(xué)習(xí)者皆處于中等水平,能頻繁地使用到認(rèn)知策略的學(xué)習(xí)者少。認(rèn)知策略使用多的學(xué)習(xí)者比使用少的學(xué)習(xí)者閱讀成績更好。研究還發(fā)現(xiàn),動機、自信與閱讀認(rèn)知策略、閱讀成績呈正相關(guān),即,學(xué)習(xí)者的自信、動機越強,越能在閱讀學(xué)習(xí)中有效地運用認(rèn)知策略,其閱讀成績也越好。焦慮與閱讀認(rèn)知策略、閱讀成績呈負(fù)相關(guān),但低度的焦慮有利于學(xué)習(xí)者的閱讀學(xué)習(xí)。本研究拓寬了對第二語言學(xué)習(xí)領(lǐng)域的研究,優(yōu)化了對情感因素和英語閱讀學(xué)習(xí)的實證研究,豐富了有關(guān)情感過濾假說的研究領(lǐng)域。對于改善初三學(xué)習(xí)者閱讀學(xué)習(xí)情感狀況和認(rèn)知策略使用水平以及解決英語閱讀學(xué)習(xí)中存在的問題具有一定的現(xiàn)實意義,有利于促進(jìn)師生情感和認(rèn)知的和諧發(fā)展。同時,本研究也為外語教學(xué)提供了一定的啟示和借鑒。
[Abstract]:Reading, as an important input method in the process of foreign language learning, is closely related to the success or failure of learners' language learning. In recent years, the study of English reading learning can be described as endless. However, there are few researches on the relationship between the emotional status (motivation, anxiety and self-confidence), the use of reading cognitive strategies and the reading achievement. In view of this, the present study, based on Krashenn's hypothesis of affective filtering (1981), conducted a questionnaire survey on English reading learning among the students of Grade 3 (Grade 3) and Class No. 4 (No. 4) of Fuzhou Middle School in Fuzhou, Fujian Province, by using an empirical study method. The purpose of this study is to investigate the affective state and the use of reading cognitive strategies in the process of English reading learning, and to explore the relationship between affective factors, reading cognitive strategies and reading achievement in language learning. In this study, SPSS19.0 was used for descriptive statistical analysis, mean comparison, Pearson correlation analysis and independent sample T test. The results show that the majority of learners in the two classes surveyed have moderate reading anxiety and low overall confidence level, but most of them have medium and high reading motivation. In terms of the use of reading cognitive strategies, learners in both classes are at medium level, and fewer learners can use cognitive strategies frequently. Learners who use more cognitive strategies have better reading performance than those who use less. It is also found that motivation, self-confidence and reading achievement are positively correlated, that is, the stronger the learners' self-confidence and motivation, the more effective use of cognitive strategies in reading learning, and the better their reading scores. Anxiety is negatively correlated with reading cognitive strategies and reading scores, but low anxiety is beneficial to learners' reading learning. This study broadens the field of second language learning, optimizes the empirical research on affective factors and English reading learning, and enriches the research field of affective filtering hypothesis. It is of practical significance to improve the students' reading affective status and cognitive strategy use level and to solve the problems existing in English reading learning. It is helpful to promote the harmonious development of teachers and students' emotion and cognition. At the same time, this study also provides some enlightenment and reference for foreign language teaching.
【學(xué)位授予單位】：福建師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.41

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本文編號：1789621