本文選題：外語學(xué)習(xí)焦慮 + 活動理論　； 參考：《東北師范大學(xué)》2017年碩士論文

【摘要】：外語課堂焦慮是語言學(xué)習(xí)過程中阻礙語言學(xué)習(xí)的情感因素之一。它影響二語學(xué)習(xí)者的語言輸入,理解和輸出。研究顯示外語學(xué)習(xí)焦慮對口語的負(fù)面影響遠(yuǎn)大于其對閱讀,寫作等其他課堂的影響。當(dāng)學(xué)生在外語口語課堂有較高的焦慮時,將學(xué)生的焦慮水平降至合理范圍之內(nèi)有助于其學(xué)習(xí)效果的提高。近來依托各種平臺的英語網(wǎng)絡(luò)課程層出不窮,微信作為一種相當(dāng)普及的移動社交軟件,可以實(shí)現(xiàn)建群功能,集圖片、語音、文字消息發(fā)送和共享于一體,其開放性、共享性、協(xié)同性和互動性的特征,適合于于英語課程的組織開展.尤其微信課程主要通過語音信息互動教學(xué),有人認(rèn)為其有利于學(xué)生緩解在實(shí)體課堂上公共發(fā)言的緊張感。在本文研究的外國語中學(xué)里,大部分學(xué)生以出國讀本科為目標(biāo)。該校的六十二名外國語學(xué)校高二學(xué)生被平均分成兩組,對其進(jìn)行的外語課堂焦慮量表測試顯示兩組學(xué)生英語口語課堂焦慮程度水平相近。隨后實(shí)驗(yàn)組學(xué)生通過微信參加網(wǎng)絡(luò)口語課程,而控制組仍接受傳統(tǒng)實(shí)體口語課程,該對比實(shí)驗(yàn)教學(xué)共持續(xù)一個月,每周兩次。一個月后的后測顯示,兩組學(xué)生之間的外語課堂焦慮水平仍不顯著。本文以第三代活動理論為框架,從十六名實(shí)驗(yàn)組樣本同學(xué)的角度出發(fā),通過訪談分析了兩種課堂模式之間的矛盾(contradictions),并探究了網(wǎng)絡(luò)課堂作為學(xué)生學(xué)習(xí)的中介手段,如何影響學(xué)生的整體學(xué)習(xí)活動及學(xué)生的外語課堂整體焦慮水平。本研究得出:1.以出國讀本科為目標(biāo)的外國語學(xué)校的高二學(xué)生的外語學(xué)習(xí)焦慮水平相對偏高;2.與傳統(tǒng)口語課堂相比,微信網(wǎng)絡(luò)口語課堂在一個月內(nèi)對緩解外國語學(xué)校高中生對于口語課堂的焦慮的實(shí)際作用不顯著;3.但通過基于活動理論框架的訪談得出,網(wǎng)絡(luò)課堂作為學(xué)生學(xué)習(xí)的中介手段會對學(xué)生的整體學(xué)習(xí)活動產(chǎn)生影響,并為學(xué)生的學(xué)習(xí)活動帶來新的內(nèi)在矛盾(contradictions),矛盾的內(nèi)在波動抵消是造成學(xué)生課堂焦慮整體變化不顯著的原因。
[Abstract]:Foreign language classroom anxiety is one of the affective factors hindering language learning. It affects second language learners' language input, understanding and output. The study shows that the negative effects of foreign language learning anxiety on oral English are far greater than those on reading, writing and other classes. When students have higher anxiety in oral English class, reducing their anxiety level to a reasonable range is helpful to improve their learning effect. Recently, English online courses based on various platforms have emerged in endlessly. WeChat, as a fairly popular mobile social software, can build group functions, collect pictures, voice, text messages and send and share them in one body, with its openness and sharing. The characteristics of synergy and interactivity are suitable for the organization of English courses. In particular, WeChat course mainly through the interactive teaching of phonetic information, some people think that it helps students ease the tension of public speaking in the physical classroom. In the foreign language middle school studied in this paper, most students aim to study abroad. 62 foreign language high school sophomores were divided into two groups. The foreign language classroom anxiety scale test showed that the two groups had similar anxiety level in oral English classroom. Then the experimental group took part in the online oral course through WeChat, while the control group still accepted the traditional physical oral course. The comparative experimental teaching lasted for one month, twice a week. A month later, a post-test showed that the level of foreign language classroom anxiety between the two groups was still not significant. Based on the third-generation activity theory, this paper, from the perspective of 16 experimental group sample students, analyzes the contradiction between the two kinds of classroom models through interviews, and probes into the network classroom as an intermediary means for students to learn. How to affect students' overall learning activities and students' overall anxiety level in foreign language classes. This study shows that 1: 1. The foreign language students in the foreign language school whose goal is to study abroad have a relatively high level of foreign language anxiety. Compared with the traditional oral English classroom, the online oral English classroom in WeChat has no significant effect on relieving the anxiety of the senior high school students in the foreign language school within one month. However, through the interviews based on the framework of activity theory, it is concluded that the network classroom as an intermediary means of students' learning will have an impact on the overall learning activities of students. It also brings new internal contradictions to students' learning activities. The inner fluctuation of contradictions is the reason why the overall change of students' classroom anxiety is not significant.
【學(xué)位授予單位】：東北師范大學(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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