本文選題：英語閱讀焦慮 + 英語閱讀策略　； 參考：《杭州師范大學(xué)》2017年碩士論文

【摘要】：隨著人本主義心理學(xué)的發(fā)展,學(xué)習(xí)者語言習(xí)得過程中的情感因素越來越得到研究重視。焦慮做為影響學(xué)習(xí)者學(xué)習(xí)過程的情感因素之一,自20世紀70年代以來成為語言學(xué)習(xí)領(lǐng)域的研究熱點。Horwitzl在1986年首次提出“外語學(xué)習(xí)焦慮”這一廣義概念。直至1999年,Saito,Garza和Horwitz等人首次闡明了外語學(xué)習(xí)焦慮與閱讀焦慮的聯(lián)系和區(qū)別。隨后Saito等人研制出了外語閱讀焦慮量表。在運用外語閱讀焦慮量表研究語言習(xí)得過程的研究中,Saito等人發(fā)現(xiàn)外語閱讀能引發(fā)焦慮,且學(xué)習(xí)者閱讀焦慮與學(xué)習(xí)成績呈負相關(guān)。在針對外語學(xué)習(xí)焦慮與外語學(xué)習(xí)策略兩者之間的關(guān)系的研究中,Ellis指出兩者是相互影響的,且學(xué)習(xí)者焦慮情緒會影響其學(xué)習(xí)策略的使用。但是針對外語閱讀焦慮與閱讀策略其二者關(guān)系的研究甚少。本研究的目的在于研究和詮釋在中國英語教學(xué)的環(huán)境下,初中生英語閱讀焦慮和閱讀策略的現(xiàn)狀及其二者之間的相關(guān)性關(guān)系。本研究隨機抽樣了110名初三學(xué)生作為研究對象。使用英語閱讀焦慮量表(FLRAS)和英語閱讀策略量表(ERSS)及訪談形式完成數(shù)據(jù)采集。所有的研究數(shù)據(jù)由SPSS17.0進行分析。研究結(jié)果表明英語閱讀焦慮的誘因有以下五點:缺乏閱讀自信心,消極閱讀態(tài)度,低效閱讀習(xí)慣及閱讀理解能力薄弱,英語國家文化知識及其興趣缺失以及恐懼閱讀心理。此外,研究結(jié)果還顯示英語閱讀焦慮與英語閱讀策略呈負相關(guān)。在三類閱讀策略中即元認知策略,認知策略和情感策略,元認知策略與閱讀焦慮的負相關(guān)性最顯著。研究結(jié)果還表明不同焦慮程度的學(xué)生在閱讀策略選擇上有顯著性差異。低閱讀焦慮學(xué)生比高閱讀焦慮學(xué)生更能高效使用推測、高級組織等閱讀策略,并且低閱讀焦慮學(xué)生更傾向于使用自我管理策略。與低焦慮者相比,高閱讀焦慮者在閱讀過程中使用較少的閱讀策略。文末,作者對教師提出了幾點教育建議。首先,教師應(yīng)該采取有效措施降低學(xué)生閱讀焦慮。其次,教師應(yīng)加強閱讀策略的教學(xué),培養(yǎng)學(xué)生使用閱讀策略的意識由此幫助學(xué)生降低閱讀焦慮。
[Abstract]:With the development of humanistic psychology, more and more attention has been paid to the affective factors in language acquisition. As one of the affective factors affecting learners' learning process, anxiety has become a hot topic in the field of language learning since the 1970s. Horwitzl first proposed the broad concept of "foreign language learning anxiety" in 1986. Until 1999, Saito Garza and Horwitz et al first clarified the relationship and distinction between foreign language learning anxiety and reading anxiety. Then Saito et al developed the Foreign language Reading anxiety scale. In the study of the process of language acquisition using the Foreign language Reading anxiety scale Saito et al. found that foreign language reading can lead to anxiety and that learners' reading anxiety is negatively correlated with their academic achievement. In the study of the relationship between foreign language learning anxiety and foreign language learning strategies, Ellis points out that they affect each other and learners' anxiety affects their use of learning strategies. However, there is little research on the relationship between foreign language reading anxiety and reading strategies. The purpose of this study is to study and explain the present situation of English reading anxiety and reading strategies of junior high school students in the context of English teaching in China and the relationship between them. In this study, 110 junior high school students were randomly sampled. English Reading anxiety scale (flash), English Reading Strategy scale (ERSS) and interview form were used to complete the data collection. All the study data were analyzed by SPSS17.0. The results show that the causes of English reading anxiety are as follows: lack of reading self-confidence, negative reading attitude, weak reading habits and reading comprehension, lack of cultural knowledge and interest in English-speaking countries and fear of reading psychology. In addition, the results also show that English reading anxiety is negatively correlated with English reading strategies. Among the three reading strategies, metacognitive strategies, cognitive strategies and affective strategies, metacognitive strategies and reading anxiety have the most significant negative correlation. The results also showed that there were significant differences in reading strategies among students with different anxiety levels. Students with low reading anxiety were more efficient in using reading strategies such as conjecture and advanced organization than those with high reading anxiety, and students with low reading anxiety were more likely to use self-management strategies. Compared with the low anxiety group, the high anxiety group used less reading strategies. At the end of the article, the author puts forward some educational suggestions to teachers. First of all, teachers should take effective measures to reduce students' reading anxiety. Secondly, teachers should strengthen the teaching of reading strategies and cultivate students' awareness of using reading strategies to help students reduce their reading anxiety.
【學(xué)位授予單位】：杭州師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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