高中學(xué)生英語學(xué)習(xí)焦慮的調(diào)查研究
發(fā)布時間：2019-03-21 07:53
【摘要】：自二十世紀(jì)六十年代以來,隨著人本主義心理學(xué)的出現(xiàn),許多國外的研究者開始將注意力從傳統(tǒng)語言教學(xué)轉(zhuǎn)移到到語言學(xué)習(xí)過程中的個體差異。學(xué)習(xí)者的情感變量已被普遍認(rèn)為與外語學(xué)習(xí)有緊密的聯(lián)系,其中焦慮被認(rèn)為是影響外語學(xué)習(xí)成效的重要因素之一。然而,很少研究涉及焦慮對中國高中生英語學(xué)習(xí)的影響。本研究對江西萬載二中高一年級三個班的155名學(xué)生的英語學(xué)習(xí)焦慮情況進(jìn)行了仔細(xì)研究。為了獲取一些有見解的信息,該研究將進(jìn)行如下幾個問題的研究:1.高中生整體的焦慮情況;2.語言焦慮和學(xué)習(xí)成績的相互關(guān)系;3.男女生焦慮的異同;4.高水平英語學(xué)習(xí)者與低水平英語學(xué)習(xí)者的焦慮差異。該研究懫用了Horwitz(1986)設(shè)計的外語課堂焦慮量表,對高一年級155名學(xué)生進(jìn)行了問卷調(diào)查。其中六名被試者參與訪談,深入了解學(xué)生英語學(xué)習(xí)焦慮的原因及影響。通過統(tǒng)計軟件SPSS 17.0,該研究對數(shù)據(jù)分別進(jìn)行了描述性統(tǒng)計,相關(guān)分析,和獨立樣本T檢驗分析得出以下研究結(jié)果。第一,高一學(xué)生確實存在中等程度的英語學(xué)習(xí)焦慮。其中,負(fù)評價焦慮最為顯著,高于口語溝通焦慮和考試焦慮;第二,學(xué)生的英語學(xué)習(xí)焦慮和成績呈負(fù)相關(guān);第三,男生比女生英語學(xué)習(xí)焦慮程度更高,但總體看差異不顯著;第四,不同英語水平學(xué)生的焦慮程度存在顯著差異。高水平英語學(xué)習(xí)者的焦慮程度低于低水平英語學(xué)習(xí)者�；跀�(shù)據(jù)分析和訪談結(jié)果,提出了一些相對應(yīng)的可行性建議。一方面,幫助學(xué)生改變英語學(xué)習(xí)的消極觀念,培養(yǎng)正確而適當(dāng)?shù)淖孕判?均是緩解學(xué)生英語學(xué)習(xí)焦慮的良策。另一方面,為了營造良好輕松地學(xué)習(xí)氛圍,英語教師不僅要提供可理解的語言輸入,而且優(yōu)化糾錯方式。此外,合作學(xué)習(xí)有利于減少語言焦慮,促進(jìn)英語學(xué)習(xí)成效。
[Abstract]:Since the 1960s, with the emergence of humanistic psychology, many foreign researchers began to shift their attention from traditional language teaching to individual differences in the process of language learning. Learners' affective variables have been widely considered to be closely related to foreign language learning, among which anxiety is considered to be one of the important factors affecting the achievement of foreign language learning. However, little research has been done on the impact of anxiety on Chinese senior high school students' English learning. This study studied the English learning anxiety of 155 students in three classes of middle school and senior high school of Wanzai No. 2 Middle School in Jiangxi Province. In order to obtain some insightful information, the study will carry out research on several issues as follows: 1. The overall anxiety of high school students; 2. The relationship between language anxiety and academic achievement; 3. The similarities and differences of anxiety between boys and girls; 4. Anxiety differences between high-level English learners and low-level English learners. Using the Foreign language classroom anxiety scale designed by Horwitz (1986), a questionnaire survey was conducted among 155 students in the first year of senior high school. Six of them participated in the interview to understand the causes and effects of students' anxiety in English learning. By statistical software SPSS 17.0, the data were analyzed by descriptive statistics, correlation analysis and independent sample T test. First, senior high school students do have a moderate level of anxiety in English learning. Among them, negative evaluation anxiety is the most significant, higher than oral communication anxiety and test anxiety; second, students' English learning anxiety and scores are negatively correlated; third, boys are higher than girls in English learning anxiety, but the overall difference is not significant; Fourth, there are significant differences in anxiety among students with different English proficiency. The anxiety level of high-level English learners is lower than that of low-level English learners. Based on the data analysis and interview results, some corresponding feasibility suggestions are put forward. On the one hand, helping students to change the negative ideas of English learning and cultivate correct and appropriate self-confidence are good ways to alleviate students' anxiety in English learning. On the other hand, in order to create a good and easy learning atmosphere, English teachers should not only provide comprehensible language input, but also optimize error correction methods. In addition, cooperative learning is helpful to reduce language anxiety and promote English learning.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.41
[Abstract]:Since the 1960s, with the emergence of humanistic psychology, many foreign researchers began to shift their attention from traditional language teaching to individual differences in the process of language learning. Learners' affective variables have been widely considered to be closely related to foreign language learning, among which anxiety is considered to be one of the important factors affecting the achievement of foreign language learning. However, little research has been done on the impact of anxiety on Chinese senior high school students' English learning. This study studied the English learning anxiety of 155 students in three classes of middle school and senior high school of Wanzai No. 2 Middle School in Jiangxi Province. In order to obtain some insightful information, the study will carry out research on several issues as follows: 1. The overall anxiety of high school students; 2. The relationship between language anxiety and academic achievement; 3. The similarities and differences of anxiety between boys and girls; 4. Anxiety differences between high-level English learners and low-level English learners. Using the Foreign language classroom anxiety scale designed by Horwitz (1986), a questionnaire survey was conducted among 155 students in the first year of senior high school. Six of them participated in the interview to understand the causes and effects of students' anxiety in English learning. By statistical software SPSS 17.0, the data were analyzed by descriptive statistics, correlation analysis and independent sample T test. First, senior high school students do have a moderate level of anxiety in English learning. Among them, negative evaluation anxiety is the most significant, higher than oral communication anxiety and test anxiety; second, students' English learning anxiety and scores are negatively correlated; third, boys are higher than girls in English learning anxiety, but the overall difference is not significant; Fourth, there are significant differences in anxiety among students with different English proficiency. The anxiety level of high-level English learners is lower than that of low-level English learners. Based on the data analysis and interview results, some corresponding feasibility suggestions are put forward. On the one hand, helping students to change the negative ideas of English learning and cultivate correct and appropriate self-confidence are good ways to alleviate students' anxiety in English learning. On the other hand, in order to create a good and easy learning atmosphere, English teachers should not only provide comprehensible language input, but also optimize error correction methods. In addition, cooperative learning is helpful to reduce language anxiety and promote English learning.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.41
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