本文選題：高中生 + 英語聽力焦慮　； 參考：《閩南師范大學(xué)》2017年碩士論文

【摘要】：對(duì)于二語學(xué)習(xí)者來說,聽力是聽、說、讀、寫四項(xiàng)語言技能中最重要的一項(xiàng)技能,也是語言學(xué)習(xí)的基礎(chǔ)。筆者通過實(shí)習(xí),在教學(xué)過程中發(fā)現(xiàn),高中生在英語聽力的過程中存在不同程度的焦慮問題�？v觀國內(nèi)外,關(guān)于聽力焦慮、學(xué)習(xí)策略、學(xué)習(xí)動(dòng)機(jī)、學(xué)習(xí)成績(jī)的相關(guān)研究較多,研究對(duì)象多為大學(xué)生和初中生,對(duì)于已經(jīng)掌握基本英語知識(shí)的高中生的聽力焦慮與考試成績(jī)相關(guān)性的深入研究并不多見。本研究旨在了解高中生聽力焦慮狀況、分析對(duì)比不同類型高中生的英語聽力焦慮如何,是否存在顯著的差異性、并且探討高中生英語聽力焦慮與考試成績(jī)的相關(guān)性問題,為老師的“教”和學(xué)生的“學(xué)”提供指導(dǎo)性意見。本文研究對(duì)象是漳州市某重點(diǎn)中學(xué)高二年段學(xué)生,采用英語聽力焦慮量表、期中考試卷和個(gè)人訪談等工具,結(jié)合定量和定性研究,通過社會(huì)科學(xué)軟件統(tǒng)計(jì)包SPSS 21.0進(jìn)行分析,先后使用了信效度系數(shù)檢驗(yàn),描述性統(tǒng)計(jì)、獨(dú)立樣本T檢驗(yàn)、皮爾遜相關(guān)分析、多元線性回歸等統(tǒng)計(jì)方法。研究發(fā)現(xiàn):1)高中生英語聽力焦慮處于中等水平,在英語聽力焦慮四大維度中,英語聽力焦慮程度依次從高到低為:聽力情景、聽力材料特點(diǎn)、自我評(píng)價(jià)、聽力習(xí)慣;2)男生的英語聽力焦慮程度略高于女生。藏族生由于藏語同英語的差異性以及英語學(xué)習(xí)起步較晚的緣故造成聽力成績(jī)較差,焦慮程度遠(yuǎn)高于漢族生,且二者存在顯著性差異。擁有更多英語語言環(huán)境的中英班學(xué)生英語聽力焦慮程度低于中教班的學(xué)生,二者也存在顯著性的差異。實(shí)驗(yàn)班特殊的競(jìng)爭(zhēng)環(huán)境給學(xué)生帶來的焦慮感促使實(shí)驗(yàn)班的英語聽力焦慮程度高于普通班,但二者不存在在顯著性差異。文科班與理科班的比較中,理科班在英語焦慮程度上與文科班存在顯著性差異;3)英語聽力焦慮與英語聽力成績(jī)存在較顯著的負(fù)相關(guān)關(guān)系,同時(shí)四個(gè)維度中自我評(píng)價(jià)與聽力成績(jī)存在較顯著的負(fù)相關(guān)關(guān)系,而聽力習(xí)慣、聽力材料特點(diǎn)、聽力情景與英語聽力成績(jī)存在低的負(fù)相關(guān)關(guān)系。普通班焦慮三個(gè)維度:自我評(píng)價(jià)、聽力材料特點(diǎn)、聽力習(xí)慣與英語聽力成績(jī)存在多重線性回歸關(guān)系。本文最后針對(duì)如何降低高中生英語聽力焦慮提出了一些建議。首先,老師和學(xué)生都要重視學(xué)生基礎(chǔ)知識(shí)的培養(yǎng),從課內(nèi)外詞匯和語音開始,夯實(shí)基礎(chǔ)。其次,老師要在教學(xué)過程中因材施教,選擇合適的聽力材料,加強(qiáng)聽力訓(xùn)練,教授更多的聽力技巧;再次,要善于營造更加輕松的教學(xué)氛圍緩解學(xué)生的焦慮癥狀,提高學(xué)生的英語學(xué)習(xí)興趣;教師要培養(yǎng)學(xué)生的跨文化、跨學(xué)科意識(shí),引導(dǎo)學(xué)生多了解英美國家的文化知識(shí),學(xué)會(huì)將其他學(xué)科知識(shí)與英語知識(shí)相結(jié)合,真正做到寓教于樂。最后,家長和教師要全方位的關(guān)注學(xué)生的心理發(fā)展,讓學(xué)生有一個(gè)陽光心態(tài)。
[Abstract]:For L2 learners, listening is the most important skill of listening, speaking, reading and writing, and it is also the basis of language learning. In the course of teaching, the author finds that high school students have different degree of anxiety in the process of listening. At home and abroad, there are many related studies on listening anxiety, learning strategies, learning motivation and academic achievement, and the subjects are mostly college students and junior high school students. There are few in-depth studies on the correlation between listening anxiety and test scores of high school students who have mastered basic English knowledge. The purpose of this study is to understand the listening anxiety of senior high school students, to analyze and compare the listening anxiety of different types of high school students, whether there are significant differences, and to explore the correlation between English listening anxiety and test scores of senior high school students. Provide guidance for teachers' teaching and students' learning. The subjects of this study are senior middle school students in a key middle school in Zhangzhou. Using the English listening anxiety scale, midterm examination paper and personal interview, combined with quantitative and qualitative research, this study is analyzed by SPSS 21.0, a statistical package of social science software. Statistical methods such as reliability and validity coefficient test, descriptive statistics, independent sample T test, Pearson correlation analysis and multivariate linear regression were used successively. The study found that the listening anxiety of senior high school students is at the middle level. In the four dimensions of English listening anxiety, the listening anxiety level is from high to low as follows: listening situation, listening material characteristics, self-evaluation. Listening habit 2) the degree of English listening anxiety of boys is slightly higher than that of girls. Due to the difference between Tibetan and English and the late start of English learning, Tibetan students have poor listening performance, and their anxiety degree is much higher than that of Han students, and there is a significant difference between them. There is also a significant difference between English and Chinese students who have more English language environment. The anxiety caused by the special competitive environment in the experimental class is higher than that in the ordinary class, but there is no significant difference between them. In the comparison between liberal arts class and science class, there is significant difference between English anxiety and liberal arts class (3) there is a significant negative correlation between English listening anxiety and English listening achievement. At the same time, there is a significant negative correlation between self-evaluation and listening achievement in the four dimensions, while there is a low negative correlation between listening habit, listening material characteristics, listening situation and English listening achievement. There are three dimensions of general class anxiety: self evaluation, characteristics of listening materials, listening habits and English listening achievement. Finally, some suggestions on how to reduce English listening anxiety of senior high school students are put forward. First, teachers and students should attach importance to the cultivation of students' basic knowledge, starting with vocabulary and pronunciation in and out of class. Secondly, teachers should teach students according to their aptitude, choose appropriate listening materials, strengthen listening training and teach more listening skills. Thirdly, teachers should be good at creating a more relaxed teaching atmosphere to alleviate students' anxiety symptoms. Teachers should cultivate students' cross-cultural and interdisciplinary consciousness, guide students to understand the cultural knowledge of Britain and the United States, and learn to combine other subjects with English knowledge, so as to make education enjoyable. Finally, parents and teachers should pay attention to the psychological development of students, so that students have a sunny state of mind.
【學(xué)位授予單位】：閩南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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本文編號(hào)：1859015