本研究以人本主義心理學(xué)和克拉申的情感過濾假說為理論依據(jù),浙江某高職院校大一學(xué)生為研究對(duì)象,運(yùn)用英語(yǔ)閱讀焦慮量表（ERAS）和半結(jié)構(gòu)化訪談等形式來分析高職學(xué)生英語(yǔ)閱讀焦慮的狀況以及焦慮的來源,探究不同任務(wù)難度下英語(yǔ)閱讀焦慮和閱讀成績(jī)關(guān)系。本研究主要探討以下問題:（1）目前,高職生的英語(yǔ)閱讀焦慮狀況如何以及影響高職生英語(yǔ)閱讀焦慮的原因有哪些?（2）在較難的閱讀任務(wù)上,不同焦慮水平學(xué)習(xí)者的閱讀成績(jī)是否存在顯著差異?（3）在較簡(jiǎn)單的閱讀任務(wù)上,不同焦慮水平學(xué)習(xí)者的閱讀成績(jī)是否存在顯著差異?研究發(fā)現(xiàn):（1）目前,高職生普遍存在中等程度的英語(yǔ)閱讀焦慮,閱讀焦慮總體水平值為64.2,平均單項(xiàng)焦慮水平值為3.22,四個(gè)因子中,閱讀細(xì)節(jié)焦慮值最高,為3.56,達(dá)到了高等水平;閱讀理解焦慮和閱讀不自信焦慮分別為3.35和3.21,達(dá)到了中等水平;閱讀學(xué)習(xí)困難相對(duì)較低,為2.95,但也達(dá)到了中等焦慮水平。（2）影響高職生英語(yǔ)閱讀焦慮的原因有四個(gè)方面:過度關(guān)注閱讀材料細(xì)節(jié),過度注重閱讀效果,缺乏文化背景制視以及缺乏閱讀自信。（3）不同任務(wù)難度下英語(yǔ)閱讀焦慮水平與閱讀成績(jī)之間的關(guān)系不一致,在較難的閱讀任務(wù)上,英... 

【文章來源】：浙江工商大學(xué)浙江省

【文章頁(yè)數(shù)】：71 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
ABSTRACT
摘要
List of Abbreviations
Chapter One Introduction
    1.1 Background of the Research
    1.2 Need of the Research
    1.3 Purpose and Significance of the Research
    1.4 Organization of the Thesis
Chapter Two Literature Review
    2.1 Theoretical Foundations
        2.1.1 Humanistic Psychology
        2.1.2 Krashen’s Affective Filter Hypothesis
    2.2 Anxiety
        2.2.1 Definitions of Anxiety
        2.2.2 Two Major Classifications of Anxiety
    2.3 Foreign Language Anxiety(FLA)
        2.3.1 Definitions of FLA
        2.3.2 Classification of FLA
        2.3.3 Studies on the Correlation between FLA and Language Performance
    2.4 Foreign Language Reading Anxiety(FLRA)
        2.4.1 Definitions of FLRA
        2.4.2 Studies on Contributing Factors of FLRA
        2.4.3 Studies on the Correlation between FLRA and Reading Performance
    2.5 Summary
Chapter Three Research Methodology
    3.1 Research Questions
    3.2 Subjects
    3.3 Instruments
        3.3.1 English Reading Anxiety Scale(ERAS)
            3.3.1.1 Validity of the ERAS
            3.3.1.2 Reliability of the ERAS
        3.3.2 Reading Test
        3.3.3 Semi-structured Interview
    3.4 Data Collection and Analysis Procedures
Chapter Four Results and Discussion
    4.1 Results
        4.1.1 Results of the ERAS
        4.1.2 Results of Reading Test
            4.1.2.1 Descriptive Statistics of Reading Test Scores
            4.1.2.2 Verification Results of Scores of Cloze Test and Text Reading
        4.1.3 Results of Reading Performance with Different Reading Anxiety Groups inHigh-Difficulty Reading Task
        4.1.4 Results of Reading Performance with Different Reading Anxiety Groups inLow-Difficulty Reading Task
        4.1.5 Major Causes of English Reading Anxiety among Vocational Students
    4.2 Discussion
        4.2.1 Overall State of Vocational Students’Anxiety in English Reading
        4.2.2 Differences in Reading Performance of Students at Different Anxiety Levels inHigh-Difficulty Reading Task
        4.2.3 Differences in Reading Performance of Students at Different Anxiety Levels inLow-Difficulty Reading Task
        4.2.4 Discussion on the Causes of English Reading Anxiety
    4.3 Summary
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations and Room for Future Research
Bibliography
Appendix1:English Reading Anxiety Scale
Appendix2:Reading Test
Appendix3:Interview Questions
Acknowledgements


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碩士論文
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