焦慮作為一種心理現(xiàn)象，在心理學(xué)領(lǐng)域已有諸多相關(guān)研究，心理學(xué)中針對(duì)焦慮最常見的治療方法是認(rèn)知行為療法，它被廣泛運(yùn)用于減輕焦慮。焦慮心理在認(rèn)知上的原因主要是學(xué)生對(duì)于學(xué)習(xí)目標(biāo)有著不合理的期望，對(duì)自身能力的錯(cuò)誤低估，對(duì)英語學(xué)習(xí)持有一些錯(cuò)誤的認(rèn)識(shí)，以及部分學(xué)生存在完美主義的傾向。國(guó)內(nèi)外不少學(xué)者都曾提出將心理學(xué)上用于治療焦慮的認(rèn)知行為療法與二語課堂相結(jié)合，用于減輕語言學(xué)習(xí)者的學(xué)習(xí)焦慮，從而促進(jìn)學(xué)習(xí)者的語言學(xué)習(xí)。盡管如此，該療法運(yùn)用于語言課堂后的效果國(guó)內(nèi)外尚鮮有實(shí)證研究考證。本論文旨在運(yùn)用認(rèn)知行為療法——主要由放松練習(xí)、想象練習(xí)和認(rèn)知重建練習(xí)構(gòu)成——與聽力練習(xí)結(jié)合，研究其是否能減輕被試學(xué)生的聽力焦慮，且是否對(duì)學(xué)生提高聽力成績(jī)有效。本研究選取了上海交通大學(xué)本科一年級(jí)兩個(gè)非英語專業(yè)平行班60名學(xué)生作為被試。本文作者在這兩個(gè)班級(jí)擔(dān)任一個(gè)學(xué)期的英語教師，從日常聽力課堂表現(xiàn)和聽力作業(yè)情況來看，兩個(gè)班級(jí)聽力程度差距不大。另外，通過前測(cè)試驗(yàn)結(jié)果分析，兩個(gè)班的聽力成績(jī)無顯著差異。兩個(gè)班級(jí)按隨機(jī)分配，一個(gè)作為實(shí)驗(yàn)組，一個(gè)作為對(duì)照組，他們都被要求填寫Elkhafaifi于2005年設(shè)計(jì)的《外語聽力焦慮量表》，被試人和量... 

【文章來源】：上海交通大學(xué)上海市 211工程院校 985工程院校 教育部直屬院校

【文章頁數(shù)】：71 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
ABSTRACT
Chapter One Introduction
    1.1 Rationale for the study
    1.2 Purpose of the study
    1.3 Significance of the study
    1.4 Organization of the thesis
Chapter Two Literature Review
    2.1 Approaching Anxiety from the Psychological Perspective
    2.2 Anxiety and Language Learning
    2.3 Foreign Language Anxiety
        2.3.1 Definition
        2.3.2 Conceptualization of Language Anxiety
        2.3.3 Types of Language Anxiety
        2.3.4 Measurement of Language Anxiety
        2.3.5 Language Anxiety and Achievement
        2.3.6 Sources of Language Anxiety
        2.3.7 Learner Characteristics (Cognitive Components of Language Anxiety)
        2.3.8 Behavioral Components of Language Anxiety
    2.4 Foreign Language Listening Anxiety
        2.4.1 Definition
        2.4.2 Previous studies on foreign language listening anxiety and its suggested sources
        2.4.3 The cognitive components of listening anxiety
Chapter Three Theoretical Foundation
    3.1 Krashen’s Affective Filter Hypothesis
    3.2 Eysenck’s Processing Efficiency Theory
    3.3 Mezirow’s Transformative Learning Theory
    3.4 An introduction to CBT and justification of application to listening anxiety remedy
Chapter Four Methodology
    4.1 Research Questions and Hypotheses
    4.2 Subjects
    4.3 Instruments
        4.3.1 Questionnaires
        4.3.2 CET 4 Listening Tests
    4.4 Treatment (see Appendix Four)
    4.5 Procedure
    4.6 Data Analytic Plan
Chapter Five Results of the Study
    5.1 Pretest Results
    5.2 Listening Anxiety Test Results
    5.3 Post Test Results
    5.4 Results of questionnaires
    5.5 Summary of the results
Chapter Six Discussion and Analysis
    6.1 Overview
    6.2 Findings based on individual differences of listening anxiety
    6.3 Findings based on items of FLLAS
    6.4 Other findings
Chapter Seven Conclusion
    7.1 Summary of the study
    7.2. Theoretical Implications
    7.3 Pedagogical Implications
    7.4 Limitations and suggestions for future studies
BIBLIOGRAPHY
Appendix One Foreign Language Listening Anxiety Scale (FLLAS)
Appendix Two Foreign Language Listening Anxiety Scale
Appendix Three Explanatory Questionnaire for Group Two
Appendix Four Treatment Script
ACKNOWLEDGEMENTS
上海交通大學(xué)研究生科研情況登記


【參考文獻(xiàn)】：
期刊論文
[1]大學(xué)英語四、六級(jí)考試十五年回顧[J]. 楊惠中.  外國(guó)語(上海外國(guó)語大學(xué)學(xué)報(bào)). 2003(03)
[2]英語學(xué)生焦慮感和聽力理解的關(guān)系[J]. 楊晉.  外語研究. 2000(01)
[3]外國(guó)留學(xué)生學(xué)習(xí)漢語時(shí)的焦慮[J]. 錢旭菁.  語言教學(xué)與研究. 1999(02)

碩士論文
[1]中國(guó)非英語專業(yè)大學(xué)生外語聽力焦慮研究[D]. 陳艷君.湖南師范大學(xué) 2005



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