高中英語學(xué)困生英語學(xué)習(xí)焦慮的研究
發(fā)布時(shí)間：2019-01-19 18:47
【摘要】：本文旨在調(diào)查高中英語學(xué)困生英語學(xué)習(xí)焦慮的情況。研究的理論基礎(chǔ)為人本主義心理學(xué),克拉申的情感過濾假說和輸入假說。本研究的意義是幫助教師有針對(duì)性的找到合適的教學(xué)方法,降低學(xué)困生的英語學(xué)習(xí)焦慮,提高其英語學(xué)習(xí)成績(jī)。具體研究問題包括：1、高中英語學(xué)困生英語學(xué)習(xí)焦慮的總體現(xiàn)狀如何?2、不同性別的高中英語學(xué)困生的英語學(xué)習(xí)焦慮有何差異?如果有,差異主要表現(xiàn)在哪些方面?3、高中英語學(xué)困生的英語學(xué)習(xí)焦慮和成績(jī)是否存在相關(guān)?如何相關(guān)?本研究的參與者為90名江蘇省邗江中學(xué)高二學(xué)生。他們是按照期中考試英語成績(jī)排名來選擇的,成績(jī)排在十個(gè)班級(jí)的后百分之二十的將被選為研究對(duì)象。研究工具為問卷。問卷于2015年1月27日進(jìn)行,經(jīng)過篩選,僅有80名學(xué)生的問卷對(duì)本研究是有效的。隨后從他們當(dāng)中隨機(jī)抽取20名進(jìn)行訪談。最后用SPSS19.0對(duì)所有的數(shù)據(jù)分析。描述性分析用來分析高中英語學(xué)困生的英語學(xué)習(xí)焦慮現(xiàn)狀以及男女生英語學(xué)習(xí)焦慮差異性,相關(guān)性分析用來分析學(xué)困生英語學(xué)習(xí)焦慮和學(xué)習(xí)成績(jī)的關(guān)系。結(jié)果如下：首先,高中英語學(xué)困生在英語學(xué)習(xí)中確實(shí)存在著較高水平的焦慮。焦慮平均值為103.29,標(biāo)準(zhǔn)差為16.94。根據(jù)結(jié)果,焦慮值高于110分的學(xué)困生屬于高焦慮組,占總?cè)藬?shù)的46.25%,介于90到110分的學(xué)困生屬于中等焦慮組,占總?cè)藬?shù)的35%,低于90分的學(xué)困生屬于低焦慮組,只占總?cè)藬?shù)的18.75%。高焦慮組的四種焦慮成分的平均值都高于低焦慮組。就考試焦慮而言,高焦慮組的焦慮平均值為3.86,高于低焦慮組的2.96；就負(fù)評(píng)價(jià)焦慮而言,高焦慮組的平均值為3.56,高于低焦慮組的2.37；就交際焦慮而言,高焦慮組的平均值為3.67,高于低焦慮組的2.33；就一般語言焦慮而言,高焦慮組的平均值為3.46高于低焦慮組的2.57。這表明高程度焦慮學(xué)困生更擔(dān)心他們的英語。其次,男學(xué)困生和女學(xué)困生在英語學(xué)習(xí)焦慮上存在差異�？傮w而言,男學(xué)困生比女學(xué)困生更易焦慮,因?yàn)槟袑W(xué)困生的焦慮平均值為106.87,女學(xué)困生的焦慮平均值為101.02。就高焦慮組而言,男學(xué)困生占的人數(shù)比女學(xué)困生多(男學(xué)困生占51.61%,女學(xué)困生占42.86%)。就低焦慮組而言,男學(xué)困生占的人數(shù)沒有女學(xué)困生多(男學(xué)困生占16.13%,女學(xué)困生占20.41%)。這可能是由于女學(xué)困生對(duì)英語相對(duì)感興趣些。對(duì)于英語學(xué)習(xí)焦慮的四種成分而言,男學(xué)困生各項(xiàng)焦慮的平均值均高于女學(xué)困生。就考試焦慮而言,男學(xué)困生更加害怕考試,因?yàn)槟袑W(xué)困生對(duì)問卷中該類問題的平均分為3.47,高于女學(xué)困生的3.45。就交際焦慮而言,男學(xué)困生更加恐懼交際,因?yàn)槟袑W(xué)困生對(duì)問卷中此類問題的平均分為3.25,高于女學(xué)困生的2.99。就負(fù)評(píng)價(jià)焦慮而言,男學(xué)困生更加畏懼他人的負(fù)面評(píng)價(jià),因?yàn)槟袑W(xué)困生對(duì)此類問題的平均分為3.24,高于女學(xué)困生的3.07。一般語言焦慮方面,男學(xué)困生的焦慮平均值也是比女學(xué)困生高,男學(xué)困生的焦慮平均值是3.14,女學(xué)困生的焦慮平均值是3.00。最后,高中英語學(xué)困生的英語學(xué)習(xí)焦慮與英語成績(jī)存在負(fù)相關(guān)(r=-9.22,p=.000),這表明學(xué)困生的焦慮水平越高,成績(jī)將會(huì)越低。此外,每種焦慮都會(huì)影響英語成績(jī),負(fù)評(píng)價(jià)焦慮和成績(jī)成負(fù)相關(guān)(r=-.796,p=.000),考試焦慮與成績(jī)成負(fù)相關(guān)(r=-.528,p=.000)。一般語言焦慮與成績(jī)也是負(fù)相關(guān)(r=-.726,p=.000),交際焦慮與成績(jī)相關(guān)性最高(r=-.863,p=.000)。某種程度上來說,低焦慮水平的學(xué)生往往更易獲得高分?jǐn)?shù)。本研究也提供了一些啟示。首先,英語教師應(yīng)該采用靈活的教學(xué)方法來激發(fā)學(xué)生的學(xué)習(xí)興趣,降低學(xué)生的英語學(xué)習(xí)焦慮。此外,教師應(yīng)該教師應(yīng)該要十分熟悉教材,控制難度。當(dāng)問問題時(shí),應(yīng)該考慮不同學(xué)生的能力,尤其是要考慮學(xué)困生。第二,英語老師應(yīng)該要時(shí)刻考慮到個(gè)體差異,當(dāng)授課時(shí),應(yīng)該考慮性別差異,幫助男女生共同取得進(jìn)步。第三,教師應(yīng)該改變?cè)u(píng)價(jià)方式,形成性評(píng)價(jià)更有利于學(xué)生的長(zhǎng)期發(fā)展。本研究存在三個(gè)缺陷。首先,樣本容量不夠大,無法將研究結(jié)果推廣到全體高中學(xué)生。第二,問卷主要來自Horwitz,但是這完全是不夠的。此外,按照一次考試成績(jī)認(rèn)定學(xué)生的英語學(xué)習(xí)能力這是不科學(xué)的,一兩次考試并不能反映學(xué)生的實(shí)際能力。第三,外語學(xué)習(xí)是個(gè)復(fù)雜的過程,受到很多因素的影響。本研究只研究了性別,但是其它變量比如家庭背景,文化,種族等都未涉及。
[Abstract]:The purpose of this paper is to investigate the situation of English learning anxiety in high school English. The theoretical basis of the study is the humanism psychology, the Krashen's emotional filtering hypothesis and the input hypothesis. The significance of this study is to help the teachers to find the appropriate teaching methods, to reduce the English learning anxiety of the students and to improve their English learning performance. The specific research questions include: 1. What is the overall situation of English learning anxiety in high school English? 2. What's the difference between English learning and anxiety of senior middle school students with different sex? If so, what are the main manifestations of the difference? 3. Is the English learning anxiety and achievement related to the high school English learning difficulties? How is it relevant? The participants in this study are 90 high-grade students in the Jiangsu Province. They were selected by the mid-term exam English score, and the score of 20 percent of the ten classes will be selected as the study object. The study tool was a questionnaire. The questionnaire was conducted on January 27, 2015, with only 80 students' questionnaire valid for this study. Twenty-one interviews were then taken out of them. Finally, all data was analyzed with SPSS19.0. The descriptive analysis is used to analyze the current situation of English learning anxiety in high school English learning and the differences in the study anxiety of male and female students. The correlation analysis is used to analyze the relationship between the learning anxiety and the academic achievement of the students. The results are as follows: First, the high school English learning difficulty in the English study really has a high level of anxiety. The average anxiety was 103.29 and the standard deviation was 16.94. According to the results, the students with higher anxiety than 110 points belong to the high-anxiety group, accounting for 46. 25% of the total number. The students who are from 90 to 110 belong to the middle-anxiety group, accounting for 35% of the total number, and the lower-than-90-part of the school students belong to the low-anxiety group, accounting for only 18.75% of the total number. The average value of the four anxious components in the high-anxiety group was higher than that of the low-anxiety group. In terms of the test anxiety, the average anxiety of the high-anxiety group was 3.86, which was higher than that of the low-anxiety group. The mean value of the high-anxiety group was 3.56, which was higher than that of the low-anxiety group. The mean value of the high-anxiety group was 3.67, which was higher than that of the low-anxiety group. In the case of general-language anxiety, the average of the high-anxiety group was 3.46 higher than that of the low-anxiety group. This suggests that a high degree of anxiety is more worrying about their English. Second, there is a difference in the anxiety of the English study by the male and the female students. In general, the male students are more anxious than the female students, because the average anxiety of the male students is 106.87, and the average anxiety of the female students is 101.02. In the case of the high-anxiety group, the number of the male students is more than that of the female students (the number of the male students is 51. 61%, and the number of female students is 42. 86%). In the case of low-anxiety group, the number of male students was not more than that of female students (16. 13% of male students, and 20.41% for female students). This may be due to the fact that female students are more interested in English. For the four components of English study anxiety, the average of the anxiety of the male students is higher than that of the female students. In the case of the test anxiety, the male students are more afraid of the examination, because the average of the problems in the questionnaire is 3.47, which is higher than that of the female students. In the case of communication anxiety, the male students are more afraid of communication, because the average score of such problems in the questionnaire is 3.25, which is higher than that of the female students. In the case of negative evaluation anxiety, the male students are more afraid of the negative evaluation of others, because the average of such problems is 3.24, which is higher than that of the female students. In general, the average anxiety of the male students is higher than that of the female students. The average anxiety of the male students is 3.14, and the average anxiety of the female students is 3.00. Finally, there is a negative correlation between English learning anxiety and English achievement in senior middle school (r =-9.22, p =. 000), which indicates that the higher the level of anxiety and the lower the score will be. In addition, each anxiety had a negative correlation (r =-. 796, p =. 000), with negative correlation between the anxiety and the score (r =-. 528, p =. 000). There was a negative correlation between general language anxiety and performance (r =-. 726, p =. 000), and the highest correlation between communication anxiety and performance (r =-. 863, p =. 000). To some extent, students with low levels of anxiety are often more likely to get a high score. The study also provides some enlightenment. First, the English teacher should adopt the flexible teaching method to stimulate the students' interest in learning and reduce the students' English learning anxiety. in addition, that teacher should be very familiar with the teaching materials and control the difficulty. When asked, the ability of different students should be taken into account, especially considering the difficulty of learning. Second, the English teacher should take time to take into account individual differences, and when teaching, the gender difference should be taken into account to help both men and women make progress. Third, teachers should change the way of evaluation, and the formative assessment is more conducive to the long-term development of the students. There are three defects in this study. First, the sample size is not large enough, and the results of the study cannot be extended to all high school students. Second, the questionnaire is mainly from Horwitz, but this is not enough. In addition, according to the examination result, the students' English learning ability is not scientific, and the two examinations do not reflect the actual ability of the students. Third, foreign language learning is a complicated process and is affected by many factors. The study only studies gender, but other variables such as family background, culture, race, etc. are not involved.
【學(xué)位授予單位】：揚(yáng)州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.41
[Abstract]:The purpose of this paper is to investigate the situation of English learning anxiety in high school English. The theoretical basis of the study is the humanism psychology, the Krashen's emotional filtering hypothesis and the input hypothesis. The significance of this study is to help the teachers to find the appropriate teaching methods, to reduce the English learning anxiety of the students and to improve their English learning performance. The specific research questions include: 1. What is the overall situation of English learning anxiety in high school English? 2. What's the difference between English learning and anxiety of senior middle school students with different sex? If so, what are the main manifestations of the difference? 3. Is the English learning anxiety and achievement related to the high school English learning difficulties? How is it relevant? The participants in this study are 90 high-grade students in the Jiangsu Province. They were selected by the mid-term exam English score, and the score of 20 percent of the ten classes will be selected as the study object. The study tool was a questionnaire. The questionnaire was conducted on January 27, 2015, with only 80 students' questionnaire valid for this study. Twenty-one interviews were then taken out of them. Finally, all data was analyzed with SPSS19.0. The descriptive analysis is used to analyze the current situation of English learning anxiety in high school English learning and the differences in the study anxiety of male and female students. The correlation analysis is used to analyze the relationship between the learning anxiety and the academic achievement of the students. The results are as follows: First, the high school English learning difficulty in the English study really has a high level of anxiety. The average anxiety was 103.29 and the standard deviation was 16.94. According to the results, the students with higher anxiety than 110 points belong to the high-anxiety group, accounting for 46. 25% of the total number. The students who are from 90 to 110 belong to the middle-anxiety group, accounting for 35% of the total number, and the lower-than-90-part of the school students belong to the low-anxiety group, accounting for only 18.75% of the total number. The average value of the four anxious components in the high-anxiety group was higher than that of the low-anxiety group. In terms of the test anxiety, the average anxiety of the high-anxiety group was 3.86, which was higher than that of the low-anxiety group. The mean value of the high-anxiety group was 3.56, which was higher than that of the low-anxiety group. The mean value of the high-anxiety group was 3.67, which was higher than that of the low-anxiety group. In the case of general-language anxiety, the average of the high-anxiety group was 3.46 higher than that of the low-anxiety group. This suggests that a high degree of anxiety is more worrying about their English. Second, there is a difference in the anxiety of the English study by the male and the female students. In general, the male students are more anxious than the female students, because the average anxiety of the male students is 106.87, and the average anxiety of the female students is 101.02. In the case of the high-anxiety group, the number of the male students is more than that of the female students (the number of the male students is 51. 61%, and the number of female students is 42. 86%). In the case of low-anxiety group, the number of male students was not more than that of female students (16. 13% of male students, and 20.41% for female students). This may be due to the fact that female students are more interested in English. For the four components of English study anxiety, the average of the anxiety of the male students is higher than that of the female students. In the case of the test anxiety, the male students are more afraid of the examination, because the average of the problems in the questionnaire is 3.47, which is higher than that of the female students. In the case of communication anxiety, the male students are more afraid of communication, because the average score of such problems in the questionnaire is 3.25, which is higher than that of the female students. In the case of negative evaluation anxiety, the male students are more afraid of the negative evaluation of others, because the average of such problems is 3.24, which is higher than that of the female students. In general, the average anxiety of the male students is higher than that of the female students. The average anxiety of the male students is 3.14, and the average anxiety of the female students is 3.00. Finally, there is a negative correlation between English learning anxiety and English achievement in senior middle school (r =-9.22, p =. 000), which indicates that the higher the level of anxiety and the lower the score will be. In addition, each anxiety had a negative correlation (r =-. 796, p =. 000), with negative correlation between the anxiety and the score (r =-. 528, p =. 000). There was a negative correlation between general language anxiety and performance (r =-. 726, p =. 000), and the highest correlation between communication anxiety and performance (r =-. 863, p =. 000). To some extent, students with low levels of anxiety are often more likely to get a high score. The study also provides some enlightenment. First, the English teacher should adopt the flexible teaching method to stimulate the students' interest in learning and reduce the students' English learning anxiety. in addition, that teacher should be very familiar with the teaching materials and control the difficulty. When asked, the ability of different students should be taken into account, especially considering the difficulty of learning. Second, the English teacher should take time to take into account individual differences, and when teaching, the gender difference should be taken into account to help both men and women make progress. Third, teachers should change the way of evaluation, and the formative assessment is more conducive to the long-term development of the students. There are three defects in this study. First, the sample size is not large enough, and the results of the study cannot be extended to all high school students. Second, the questionnaire is mainly from Horwitz, but this is not enough. In addition, according to the examination result, the students' English learning ability is not scientific, and the two examinations do not reflect the actual ability of the students. Third, foreign language learning is a complicated process and is affected by many factors. The study only studies gender, but other variables such as family background, culture, race, etc. are not involved.
【學(xué)位授予單位】：揚(yáng)州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.41
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