農(nóng)村地區(qū)高中學(xué)困生英語(yǔ)學(xué)習(xí)焦慮的調(diào)查研究
發(fā)布時(shí)間：2019-06-05 10:31
【摘要】：外語(yǔ)學(xué)習(xí)焦慮是影響學(xué)習(xí)者英語(yǔ)學(xué)習(xí)的重要情感因素之一。國(guó)內(nèi)外許多學(xué)者已經(jīng)對(duì)包括英語(yǔ)在內(nèi)的外語(yǔ)學(xué)習(xí)焦慮進(jìn)行了比較廣泛的研究,并取得了豐碩的成果。但是,目前許多研究主要聚焦大學(xué)生、留學(xué)生或成人的英語(yǔ)學(xué)習(xí)焦慮,對(duì)中學(xué)生的學(xué)習(xí)焦慮,特別是農(nóng)村高中英語(yǔ)學(xué)困生的學(xué)習(xí)焦慮的研究還相對(duì)較少。本文為針對(duì)農(nóng)村高中英語(yǔ)學(xué)困生英語(yǔ)學(xué)習(xí)焦慮展開調(diào)查研究,旨在全面了解高中英語(yǔ)學(xué)困生英語(yǔ)學(xué)習(xí)焦慮的現(xiàn)狀,造成學(xué)習(xí)焦慮的因素,并在此基礎(chǔ)上提出降低這些學(xué)困生英語(yǔ)學(xué)習(xí)焦慮的建議與對(duì)策。基于情感過(guò)濾假說(shuō)、輸入理論和人本主義心理學(xué)理論,本文主要研究以下幾個(gè)問(wèn)題:第一,農(nóng)村高中學(xué)困生英語(yǔ)學(xué)習(xí)焦慮的總體水平如何?第二,農(nóng)村高中學(xué)困生英語(yǔ)學(xué)習(xí)焦慮程度各指標(biāo)間有何不同?哪種焦慮指標(biāo)的程度最高,哪種最低?第三,農(nóng)村高中學(xué)困生英語(yǔ)學(xué)習(xí)焦慮的影響因素有哪些?有何對(duì)策?本次研究的研究對(duì)象為蔣王中學(xué)128名高二英語(yǔ)學(xué)困生,采用了問(wèn)卷調(diào)查和訪談兩種方式來(lái)收集數(shù)據(jù)。調(diào)查問(wèn)卷改編自Horwitz的外語(yǔ)課堂焦慮量表,旨在了解高中英語(yǔ)學(xué)困生英語(yǔ)學(xué)習(xí)焦慮的現(xiàn)狀和焦慮產(chǎn)生的原因。而訪談則是對(duì)調(diào)查問(wèn)卷的補(bǔ)充,進(jìn)一步了解影響農(nóng)村高中學(xué)困生英語(yǔ)學(xué)習(xí)焦慮的因素,并就如何減輕英語(yǔ)學(xué)習(xí)焦慮向訪談對(duì)象征求建議。通過(guò)對(duì)研究結(jié)果的分析,最終本論文得出以下結(jié)論,1)農(nóng)村高中學(xué)困生普遍存在英語(yǔ)學(xué)習(xí)焦慮,其中41.7%的英語(yǔ)學(xué)困生有高度的英語(yǔ)學(xué)習(xí)焦慮2)數(shù)據(jù)分析發(fā)現(xiàn)農(nóng)村高中英語(yǔ)學(xué)困生的交際恐懼程度最高,而負(fù)評(píng)價(jià)焦慮則程度最低。3)基于問(wèn)卷和訪談結(jié)果,總結(jié)出了導(dǎo)致農(nóng)村高中學(xué)困生英語(yǔ)學(xué)習(xí)焦慮的因素有學(xué)校和教師因素、學(xué)生自身因素以及家庭因素。本研究教學(xué)啟示如下:首先,英語(yǔ)教師應(yīng)該更加關(guān)注學(xué)生的情感需求而不僅僅是學(xué)習(xí)成績(jī),他們應(yīng)當(dāng)尊重和關(guān)心學(xué)困生。第二,教師應(yīng)該充分了解農(nóng)村學(xué)困生的特點(diǎn),并據(jù)此來(lái)改進(jìn)教學(xué)方法,這樣才能有效地改善學(xué)困生的英語(yǔ)學(xué)習(xí)。第三,英語(yǔ)教師應(yīng)該優(yōu)化提問(wèn)策略來(lái)緩解學(xué)生的英語(yǔ)學(xué)習(xí)焦慮。本研究主要存在三點(diǎn)不足。首先,研究的樣本容量不夠大。其次,本研究對(duì)影響農(nóng)村高中學(xué)困生英語(yǔ)學(xué)習(xí)焦慮的因素總結(jié)的不夠全面、充分,還有許多其他的可能因素有待發(fā)現(xiàn)。最后,減輕英語(yǔ)學(xué)習(xí)焦慮的建議是根據(jù)本研究所總結(jié)的影響因素而提出的,并未通過(guò)教學(xué)實(shí)踐的檢驗(yàn),其有效性有待進(jìn)一步證實(shí)。
[Abstract]:Foreign language learning anxiety is one of the important affective factors that affect learners' English learning. Many scholars at home and abroad have done extensive research on foreign language learning anxiety, including English, and have achieved fruitful results. However, at present, many studies mainly focus on the English learning anxiety of college students, foreign students or adults, and there are relatively few studies on the learning anxiety of middle school students, especially those with English learning difficulties in rural senior high schools. The purpose of this paper is to investigate the English learning anxiety of senior high school students with English learning difficulties. The purpose of this paper is to fully understand the present situation of English learning anxiety of senior high school students with English learning difficulties and the factors leading to learning anxiety. On this basis, some suggestions and countermeasures are put forward to reduce the English learning anxiety of these students with learning difficulties. Based on the affective filtering hypothesis, input theory and humanistic psychology theory, this paper mainly studies the following issues: first, what is the overall level of English learning anxiety of poor students in rural senior middle schools? Second, what are the differences in the degree of English learning anxiety among the poor students in rural senior middle schools? Which anxiety index is the highest and which is the lowest? Third, what are the influencing factors of English learning anxiety among poor students in rural senior middle schools? What are the countermeasures? The subjects of this study were 128 sophomores with English learning difficulties in Jiang Wang Middle School. Questionnaire survey and interview were used to collect the data. The questionnaire was adapted from Horwitz's Foreign language classroom anxiety scale in order to understand the present situation of English learning anxiety of senior high school students with English learning difficulties and the causes of anxiety. The interview is a supplement to the questionnaire to further understand the factors that affect the English learning anxiety of poor students in rural senior middle schools, and ask the interviewees for suggestions on how to reduce the English learning anxiety. Through the analysis of the results of the study, the following conclusions are drawn: 1) English learning anxiety is common among students with difficulties in rural senior middle schools. 41.7% of the students with English learning difficulties had a high degree of English learning anxiety. 2) data analysis showed that rural senior high school students with English learning difficulties had the highest degree of communicative fear, while the negative evaluation anxiety was the lowest. 3) based on the results of questionnaires and interviews, It is concluded that the factors leading to English learning anxiety of poor students in rural senior middle schools are school and teacher factors, students' own factors and family factors. The teaching implications of this study are as follows: first of all, English teachers should pay more attention to students' emotional needs than just academic achievement, and they should respect and care for students with learning difficulties. Second, teachers should fully understand the characteristics of rural students with learning difficulties and improve their teaching methods, so as to effectively improve the English learning of students with learning difficulties. Third, English teachers should optimize questioning strategies to alleviate students' anxiety in English learning. There are three main shortcomings in this study. First of all, the sample size of the study is not large enough. Secondly, this study summarizes the factors that affect the English learning anxiety of students with difficulties in rural senior middle schools is not comprehensive and sufficient, and there are many other possible factors to be found. Finally, the suggestions to reduce English learning anxiety are based on the influencing factors summarized in this study, and have not passed the test of teaching practice, and its effectiveness needs to be further confirmed.
【學(xué)位授予單位】：揚(yáng)州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41
[Abstract]:Foreign language learning anxiety is one of the important affective factors that affect learners' English learning. Many scholars at home and abroad have done extensive research on foreign language learning anxiety, including English, and have achieved fruitful results. However, at present, many studies mainly focus on the English learning anxiety of college students, foreign students or adults, and there are relatively few studies on the learning anxiety of middle school students, especially those with English learning difficulties in rural senior high schools. The purpose of this paper is to investigate the English learning anxiety of senior high school students with English learning difficulties. The purpose of this paper is to fully understand the present situation of English learning anxiety of senior high school students with English learning difficulties and the factors leading to learning anxiety. On this basis, some suggestions and countermeasures are put forward to reduce the English learning anxiety of these students with learning difficulties. Based on the affective filtering hypothesis, input theory and humanistic psychology theory, this paper mainly studies the following issues: first, what is the overall level of English learning anxiety of poor students in rural senior middle schools? Second, what are the differences in the degree of English learning anxiety among the poor students in rural senior middle schools? Which anxiety index is the highest and which is the lowest? Third, what are the influencing factors of English learning anxiety among poor students in rural senior middle schools? What are the countermeasures? The subjects of this study were 128 sophomores with English learning difficulties in Jiang Wang Middle School. Questionnaire survey and interview were used to collect the data. The questionnaire was adapted from Horwitz's Foreign language classroom anxiety scale in order to understand the present situation of English learning anxiety of senior high school students with English learning difficulties and the causes of anxiety. The interview is a supplement to the questionnaire to further understand the factors that affect the English learning anxiety of poor students in rural senior middle schools, and ask the interviewees for suggestions on how to reduce the English learning anxiety. Through the analysis of the results of the study, the following conclusions are drawn: 1) English learning anxiety is common among students with difficulties in rural senior middle schools. 41.7% of the students with English learning difficulties had a high degree of English learning anxiety. 2) data analysis showed that rural senior high school students with English learning difficulties had the highest degree of communicative fear, while the negative evaluation anxiety was the lowest. 3) based on the results of questionnaires and interviews, It is concluded that the factors leading to English learning anxiety of poor students in rural senior middle schools are school and teacher factors, students' own factors and family factors. The teaching implications of this study are as follows: first of all, English teachers should pay more attention to students' emotional needs than just academic achievement, and they should respect and care for students with learning difficulties. Second, teachers should fully understand the characteristics of rural students with learning difficulties and improve their teaching methods, so as to effectively improve the English learning of students with learning difficulties. Third, English teachers should optimize questioning strategies to alleviate students' anxiety in English learning. There are three main shortcomings in this study. First of all, the sample size of the study is not large enough. Secondly, this study summarizes the factors that affect the English learning anxiety of students with difficulties in rural senior middle schools is not comprehensive and sufficient, and there are many other possible factors to be found. Finally, the suggestions to reduce English learning anxiety are based on the influencing factors summarized in this study, and have not passed the test of teaching practice, and its effectiveness needs to be further confirmed.
【學(xué)位授予單位】：揚(yáng)州大學(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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