語(yǔ)言學(xué)習(xí)焦慮是二語(yǔ)習(xí)得中重要的情感因素之一。網(wǎng)絡(luò)技術(shù)的發(fā)展使大學(xué)生能夠獨(dú)立自主地學(xué)習(xí),或與他人合作學(xué)習(xí),然而,在網(wǎng)絡(luò)環(huán)境下的學(xué)習(xí)狀況和效果并不令人滿意,很多同學(xué)依然存在著焦慮情緒,如難以選擇適合的網(wǎng)絡(luò)資源,不熟悉電腦或網(wǎng)絡(luò)技術(shù)操作等,這些都對(duì)英語(yǔ)自主學(xué)習(xí)產(chǎn)生了很大的影響。但是由于缺乏有效的自我調(diào)節(jié)策略,這種焦慮變得更加嚴(yán)重。目前,有關(guān)焦慮干預(yù)性策略的研究多是從教師的角度出發(fā),探討如何幫助學(xué)生緩解課堂上的語(yǔ)言學(xué)習(xí)焦慮。很少有研究從學(xué)習(xí)者的角度出發(fā),關(guān)注學(xué)習(xí)者如何通過(guò)自身的努力克服自主學(xué)習(xí)中的焦慮�；诖�,本研究旨在探討作為學(xué)習(xí)的主體,大學(xué)生主要采取哪些自我調(diào)節(jié)策略來(lái)降低網(wǎng)絡(luò)環(huán)境下的英語(yǔ)自主學(xué)習(xí)焦慮。本研究以大連市某師范大學(xué)英語(yǔ)專業(yè)大三大四100名大學(xué)生作為研究對(duì)象,通過(guò)使用《網(wǎng)絡(luò)自主學(xué)習(xí)環(huán)境下英語(yǔ)學(xué)習(xí)焦慮調(diào)查問(wèn)卷》和《網(wǎng)絡(luò)自主學(xué)習(xí)環(huán)境下英語(yǔ)學(xué)習(xí)焦慮自我調(diào)節(jié)策略使用調(diào)查問(wèn)卷》,并結(jié)合訪談的形式,探索了英語(yǔ)專業(yè)大學(xué)生英語(yǔ)學(xué)習(xí)焦慮現(xiàn)狀及其自我調(diào)節(jié)策略的使用情況。然后,運(yùn)用SPSS22.0數(shù)據(jù)處理軟件分析了不同英語(yǔ)水平學(xué)習(xí)者的英語(yǔ)學(xué)習(xí)焦慮及自我調(diào)節(jié)策略使用情況的差異,最后探究了語(yǔ)言學(xué)習(xí)焦慮與自我... 

【文章來(lái)源】：遼寧師范大學(xué)遼寧省

【文章頁(yè)數(shù)】：78 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
1 Introduction
    1.1 Background of the Research
    1.2 Purpose and Significance of the Research
    1.3 Layout of the Thesis
2 Literature Review
    2.1 Language Learning Anxiety
        2.1.1 Concepts of Language Learning Anxiety
        2.1.2 Classifications of Language Learning Anxiety
        2.1.3 Previous Studies on Language Learning Anxiety
    2.2 Self-regulatory Strategy
        2.2.1 Definitions of Self-regulatory Strategy
        2.2.2 Previous Studies on Self-regulatory Strategy
    2.3 Previous Studies on Self-regulatory Strategy Use to Alleviate LanguageLearning Anxiety
        2.3.1 Previous Studies Abroad
        2.3.2 Previous Studies at Home
3 Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Pre-interview
        3.3.2 Questionnaire
        3.3.3 Post-interview
    3.4 Research Procedure
    3.5 Data Collection
4 Results and Discussion
    4.1 English Majors’ Language Learning Anxiety in WBALL
        4.1.1 Current Status of Language Learning Anxiety in WBALL
        4.1.2 Differences in Language Learning Anxiety among Students ofDifferent Academic Achievement Levels in WBALL
        4.1.3 The Correlation between Language Learning Anxiety and AcademicAchievement in WBALL
    4.2 English Majors’ Self-regulatory Strategy Use in WBALL
        4.2.1 General Situation of Self-regulatory Strategy Use in WBALL
        4.2.2 Differences in Self-regulatory Strategy Use among Students ofDifferent Academic Achievement Levels in WBALL
        4.2.3 The Correlation between Self-regulatory Strategy Use andAcademic Achievement in WBALL
    4.3 The Correlation between English Majors’ Language Learning Anxiety andTheir Self-regulatory Strategy Use in WBALL
        4.3.1 Differences in Self-regulatory Strategy Use among Students ofDifferent Language Anxiety Groups in WBALL
        4.3.2 The Correlation between Language Learning Anxiety andSelf-regulatory Strategy Use in WBALL
5 Conclusion
    5.1 Major Findings
    5.2 Implications
    5.3 Limitations and Suggestions
References
Appendix A Pre-interview Questions
Appendix B Web-based Autonomous English Learning Questionnaire
Appendix C Post-interview Questions
Acknowledgements



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