初中生外語焦慮、情緒智力與英語成績關系探究
發(fā)布時間：2018-09-02 06:21
【摘要】：本研究目的在于探究中國初中生英語學習中的焦慮現狀,學生的情緒智力狀況,以及外語焦慮及情緒智力的關系。本文采用定量與定性相結合的研究方法,使用修正過的第二語言課堂焦慮量表及心理特征情商問卷以測定187位初中生的英語焦慮程度及情緒智力等級,通過兩次月考來測評學生的英語學習成果。為了得出學生情緒智力與外語焦慮之間的相關關系并探究外語焦慮在情緒智力與學習成果關系中的中介作用,將這三方面的數據進行詳細分析并結合部分學生的采訪進行討論。本實證研究有以下幾個發(fā)現。首先,大多數初中生存在高度或中度的外語焦慮。他們缺乏英語交流意愿,甚至畏懼用英語交流。有些學生對英語學習的負面評價存在恐懼心理,并對英語課堂及考試表現出了緊張心理。其次,初中生正處于建設情緒智力的重要階段,大多數學生的情緒智力發(fā)展不成熟。也就是說,學生對情緒的控制能力不足,在社交方面存在一定缺陷。最后,研究發(fā)現初中生情緒智力和外語焦慮之間存在顯著負相關;學生情緒智力與英語學習成績呈顯著正相關;學生的外語焦慮與英語學習成績呈顯著負相關。因此,外語焦慮在學生的情緒智力和英語學習成績之間起著一定的中介作用。本研究提出通過培養(yǎng)學生的情緒智力,從而降低學生英語學習的焦慮,提高學習成績。進一步探討了研究成果對中國初中英語教學的啟發(fā)。
[Abstract]:The purpose of this study is to explore the present situation of anxiety in English learning of Chinese junior high school students, the emotional intelligence of students, and the relationship between foreign language anxiety and emotional intelligence. In this paper, a quantitative and qualitative approach is used to measure the English anxiety and emotional intelligence of 187 junior high school students by using the revised second language classroom anxiety scale and the emotional Quotient of Psychological characteristics questionnaire. Students' English learning achievements are evaluated through two monthly exams. In order to find out the correlation between students' emotional intelligence and foreign language anxiety and to explore the intermediary role of foreign language anxiety in the relationship between emotional intelligence and learning achievement, the data of these three aspects are analyzed in detail and discussed in combination with some students' interviews. This empirical study has the following findings. First of all, most junior high school students have high or moderate foreign language anxiety. They lack the willingness to communicate in English, and they are even afraid to communicate in English. Some students are afraid of the negative evaluation of English learning and are nervous about English classes and exams. Secondly, junior high school students are in the important stage of building emotional intelligence, most students' emotional intelligence development is immature. That is to say, students' emotional control ability is insufficient, and there are some social defects. Finally, it is found that there is a significant negative correlation between emotional intelligence and foreign language anxiety of junior high school students, a significant positive correlation between emotional intelligence and English learning achievement, and a significant negative correlation between foreign language anxiety and English learning achievement. Therefore, foreign language anxiety plays an intermediary role between students' emotional intelligence and English learning achievement. The present study suggests that students' emotional intelligence should be cultivated so as to reduce their anxiety in English learning and improve their academic performance. The paper further discusses the enlightenment of the research results to the junior middle school English teaching in China.
【學位授予單位】：大連海事大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G447
本文編號：2218519
[Abstract]:The purpose of this study is to explore the present situation of anxiety in English learning of Chinese junior high school students, the emotional intelligence of students, and the relationship between foreign language anxiety and emotional intelligence. In this paper, a quantitative and qualitative approach is used to measure the English anxiety and emotional intelligence of 187 junior high school students by using the revised second language classroom anxiety scale and the emotional Quotient of Psychological characteristics questionnaire. Students' English learning achievements are evaluated through two monthly exams. In order to find out the correlation between students' emotional intelligence and foreign language anxiety and to explore the intermediary role of foreign language anxiety in the relationship between emotional intelligence and learning achievement, the data of these three aspects are analyzed in detail and discussed in combination with some students' interviews. This empirical study has the following findings. First of all, most junior high school students have high or moderate foreign language anxiety. They lack the willingness to communicate in English, and they are even afraid to communicate in English. Some students are afraid of the negative evaluation of English learning and are nervous about English classes and exams. Secondly, junior high school students are in the important stage of building emotional intelligence, most students' emotional intelligence development is immature. That is to say, students' emotional control ability is insufficient, and there are some social defects. Finally, it is found that there is a significant negative correlation between emotional intelligence and foreign language anxiety of junior high school students, a significant positive correlation between emotional intelligence and English learning achievement, and a significant negative correlation between foreign language anxiety and English learning achievement. Therefore, foreign language anxiety plays an intermediary role between students' emotional intelligence and English learning achievement. The present study suggests that students' emotional intelligence should be cultivated so as to reduce their anxiety in English learning and improve their academic performance. The paper further discusses the enlightenment of the research results to the junior middle school English teaching in China.
【學位授予單位】：大連海事大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G447
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