發(fā)布時(shí)間：2021-04-23 22:34

　　焦慮作為外語習(xí)得中一個(gè)至關(guān)重要的變量備受教育研究者們的關(guān)注。在我國,中學(xué)生、大學(xué)生是英語學(xué)習(xí)焦慮的主要研究對象,全日制研究生很少被關(guān)注。研究生是國家重點(diǎn)培養(yǎng)的專業(yè)研究人員。隨著我國高等教育不斷擴(kuò)大招生規(guī)模,非英語專業(yè)研究生已成為龐大的外語學(xué)習(xí)群體。由于研究生的英語學(xué)習(xí)在英語學(xué)習(xí)教學(xué)大綱中有嚴(yán)格的硬性規(guī)定,加之研究生本身的特殊性,使得這個(gè)群體中的英語學(xué)習(xí)焦慮現(xiàn)象以及引起焦慮的原因愈發(fā)值得探究。本研究具體探討以下幾個(gè)問題:（1）非英語專業(yè)研究生英語學(xué)習(xí)焦慮的現(xiàn)狀如何?（2）非英語專業(yè)研究生英語學(xué)習(xí)焦慮與英語成績之間是否具有相關(guān)性?如果存在相關(guān)性,相關(guān)程度如何?是正相關(guān)還是負(fù)相關(guān)?（3）性別、專業(yè)、學(xué)校背景（畢業(yè)中學(xué)）是否與非英語專業(yè)研究生英語學(xué)習(xí)焦慮存在相關(guān)性?如果存在相關(guān)性,相關(guān)程度如何?（4）引起非英語專業(yè)研究生英語學(xué)習(xí)焦慮的潛在因素有哪些?本研究的研究對象為中北大學(xué)非英語專業(yè)研究生二年級(jí)的204名學(xué)生。其中男生人數(shù)為104,女生人數(shù)為100。按文科和理工科專業(yè)劃分,文科生人數(shù)為97,理工科人數(shù)為107。本次調(diào)查研究是以定量研究和定性研究相結(jié)合的方法。定量研究部分通過問卷調(diào)查的形式調(diào)查... 

【文章來源】：中北大學(xué)山西省

【文章頁數(shù)】：80 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Research background
    1.2 Research purpose and procedure of the study
    1.3 The significance of the study
    1.4 The structure of the study
Chapter Two Literature Review
    2.1 Definitions of foreign language learning anxiety
    2.2 Classifications of anxiety
        2.2.1 Communication apprehension,test anxiety and fear of negativeevaluation
        2.2.2 Trait anxiety,state anxiety and situation-specific anxiety
        2.2.3 Facilitating anxiety and debilitating anxiety
        2.2.4 Input anxiety,processing anxiety and output anxiety
        2.2.5 Interpersonal-based,intrapersonal-based and skill-based anxiety
    2.3 Scales for measuring anxiety
    2.4 Sources of foreign language learning anxiety
    2.5 Relevant studies on foreign language learning anxiety
        2.5.1 Foreign language learning anxiety and learning achievement
        2.5.2 Foreign language learning anxiety and gender
        2.5.3 Reducing the foreign language learning anxiety
    2.6 Limitations of previous studies
Chapter Three Theoretical Foundation
    3.1 Krashen's affective filter hypothesis
    3.2 Humanistic psychology
Chapter Four Research Methodology
    4.1 Research questions
    4.2 Subjects
    4.3 Research instruments
        4.3.1 Questionnaires
        4.3.2 In-depth interview
    4.4 Pilot study
    4.5 Procedures
        4.5.1 Data collection
        4.5.2 Data coding
        4.5.3 Data analysis
Chapter Five Data Analysis and Discussions
    5.1 Reliability and validity of the instrument
        5.1.1 The reliability of FLCAS
        5.1.2 The validity of FLCAS
    5.2 The general picture of English learning anxiety of postgraduates
        5.2.1 Communication apprehension
        5.2.2 Test anxiety
        5.2.3 Fear of negative evaluation
        5.2.4 General feeling of anxiety
        5.2.5 Overview of English learning anxiety level
        5.2.6 Comparing with previous studies
        5.2.7 Four subcategories of English learning anxiety
    5.3 Correlation between English learning anxiety and English learningachievement
    5.4 Regression analysis between English learning anxiety and Englishachievement
    5.5 Correlations between English learning anxiety and gender,major,schoolbackground
        5.5.1 Gender
        5.5.2 Major
        5.5.3 School background
    5.6 Results and discussion of the interview data
    5.7 Summary of the results
Chapter Six Conclusion
    6.1 Major findings
    6.2 Pedagogical implications
        6.2.1 Creating positive and harmonious atmosphere in English class
        6.2.2 Forming rational attitude to test
        6.2.3 Establishing learner's self-confidence
    6.3 Limitations of the research
    6.4 Suggestions for future research
References
Appendix Ⅰ Questionnaire
Appendix Ⅱ Questionnaire
Appendix Ⅲ Outline of Interview
Appendix Ⅳ List of Tables
Papers Published during MA Program



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