發(fā)布時(shí)間：2021-05-17 22:58

　　從宏觀上來講,外語口語的學(xué)習(xí)包括教師的教和學(xué)生的學(xué)。隨著國家課程改革的進(jìn)行,外語學(xué)習(xí)更加注重學(xué)生的主體地位以及情感因素對(duì)學(xué)生外語學(xué)習(xí)的影響。其中,外語口語自我概念和外語課堂口語焦慮對(duì)外語學(xué)習(xí)者有至關(guān)重要的影響,外語口語自我概念的高低在一定程度上影響外語課堂口語焦慮的程度。從二十世紀(jì)末開始,越來越多的學(xué)者開始研究情感因素對(duì)外語學(xué)習(xí)的影響,其中針對(duì)外語自我概念的國內(nèi)外研究主要是與語音學(xué)習(xí)、閱讀、寫作等方面的關(guān)系研究,而關(guān)于外語口語焦慮的研究則主要探究了應(yīng)對(duì)策略和相關(guān)的影響因素。近年來,國內(nèi)外已有關(guān)于外語口語自我概念和外語口語焦慮的實(shí)證研究,研究證實(shí)二者確實(shí)存在一定的關(guān)系。然而,先前的研究主要是以高校的英語專業(yè)或者非英語專業(yè)的學(xué)生為研究對(duì)象,鮮有將初中生作為研究對(duì)象。目前,國內(nèi)關(guān)于外語口語自我概念和外語課堂口語焦慮的相關(guān)理論和實(shí)證的研究較少。在此基礎(chǔ)上,本文旨在探究武漢大學(xué)附屬初中的學(xué)生關(guān)于外語口語自我概念和外語課堂口語焦慮二者之間的相關(guān)性研究,本研究以該初中初二年級(jí)兩個(gè)班共101個(gè)學(xué)生作為研究對(duì)象,采用定量研究和定性研究相結(jié)合的方式對(duì)二者的關(guān)系進(jìn)行探究,以期彌補(bǔ)該領(lǐng)域相關(guān)研究的空白,具體的... 

【文章來源】：華中師范大學(xué)湖北省 211工程院校 教育部直屬院校

【文章頁數(shù)】：57 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
摘要
Abstract
1. Introduction
    1.1 Background of the research
    1.2 Purpose and significance of the research
    1.3 Layout of the dissertation
2. Literature Review
    2.1 Foreign language speaking self-concept
        2.1.1 Definition of foreign language speaking self-concept
        2.1.2 Categories of foreign language speaking self-concept
    2.2 Foreign language classroom speaking anxiety
        2.2.1 Definition of foreign language classroom speaking anxiety
        2.2.2 Categories of foreign language classroom speaking anxiety
    2.3 Previous studies on foreign language speaking self-concept and foreignlanguage classroom anxiety
        2.3.1 Previous studies on foreign language speaking self-concept
        2.3.2 Previous studies on foreign language classroom speaking anxiety
        2.3.3 Previous studies on the relationship between foreign language speakingself-concept and foreign language classroom speaking anxiety
3. Research Methods
    3.1 Research questions
    3.2 Context and participants
    3.3 Research instruments
        3.3.1 Questionnaire
        3.3.2 Interview
    3.4 Procedures
        3.4.1 Data collection
        3.4.2 Data analysis
4. Results and Discussions
    4.1 An overall description of foreign language speaking self-concept
    4.2 An overall description of foreign language classroom speaking anxiety
        4.2.1 The current situation of foreign language classroom speaking anxiety ofjunior high school students
        4.2.2 Differences in the foreign language classroom speaking anxiety of juniorhigh school students
    4.3 Correlation of foreign language speaking self-concept and classroom speakinganxiety
        4.3.1 Correlation between foreign language speaking self-concept and foreignlanguage classroom speaking anxiety
        4.3.2 Correlation between foreign language speaking self-concept and eachtype of foreign language classroom speaking anxiety
5. Conclusion and Implications
    5.1 Summary of findings
    5.2 Implications of this research
    5.3 Limitations and suggestions of the further study
Bibliography
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ



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