外国语学校高中生英语学习焦虑调查探讨

二十世纪六十年代起,随着人本心理学的出现,国内外越来越多的教育家及研究者开始关注英语语言学习的情感变量,人们己经普遍熟悉到在语言学习中,情感与认知并不是两个对立的概念。假如把情感与认知结合起来,不仅可以提高语言学习与语言教学的效果,而且有助于促进人的全面发展。英语语言学习焦虑已经成为不同群体学生中普遍存在的重要情感变量。因此外语学习焦虑的研究对于提高外语学习效果有着重要的意义。国外丰富|教育论文范文|的科研成果也极大地促进了中国学者对这一领域的深入研究,但是针对外国语中学学生这一特殊群体的英语学习焦虑的研究尚未几见。本文首先回顾了国内外焦虑研究的现状,据此采用定量研究方法,辅以定性研究方法实施本课题研究:本研究以Horwitz等设计的外语课堂焦虑量表为基础设计调查问卷,对石家庄外国语学校的480名高一学生进行问卷调查,对所获得的数据利用SPSS13.0软件进行统计处理;并且通过对日记追踪和访谈所获得的材料进行分析,对问卷调查的统计结果进行深入讨论。本研究得出如下发现:①该校学生存在中等程度的英语学习焦虑;②学习成绩和焦虑呈负相关;③男生焦虑高于女生;④来自农村的初中毕业生的英语学习焦虑高于石家庄外国语学校的毕业生;⑤性格内向学生和自我评价较低的学生的焦虑程度都高于性格外向的学生和自我评价良好的学生;⑥从幼儿园就开始学习英语的学生有着较低的语言学习焦虑,而从小学和初中开始学英语的学生学习焦虑没有什么区别。据此,本文就教师如何通过课堂教学帮助学生更有效地消除或降低英语学习焦虑提出了建议。【关键词】：英语语言学习焦虑外国语学校学生外语学习课堂焦虑量表问卷调查访谈
【论文提纲】：Abstract4-6中文摘要6-12Chapter1Introduction12-201.1TheBackgroundoftheResearch12-141.2ThePurposeandSignificanceoftheResearch14-161.3Methodology16-191.4OrganizationoftheThesis19-20Chapter2LiteratureReview20-372.1ForeignLanguageAnxiety20-302.1.1AffectiveFactorsinLanguageLearning20-212.1.2ForeignLanguageAnxietyResearchinAppliedPsychology21-302.1.2.1Anxiety21-222.1.2.2ComponentsofForeignLanguageAnxiety22-232.1.2.3ClassificationofLanguageLearningAnxiety23-252.1.2.3.1FacilitatingAnxietyandDebilitatingAnxiety23-242.1.2.3.2Trait,StateandSituation-SpecificAnxiety24-252.1.2.4ManifestationsandMeasurementofEnglishLanguageAnxiety25-272.1.2.5SourcesofForeignLanguageAnxiety272.1.2.6EffectsofForeignLanguageAnxiety27-302.2ForeignLanguageAnxietyandOtherPersonalVariables30-342.2.1ForeignLanguageAnxietyandGender312.2.2ForeignLanguageAnxietyandFamilyBackground31-322.2.3ForeignLanguageAnxietyandSelf-esteem32-332.2.4ForeignLanguageAnxietyandPersonality33-342.reviousStudiesatHome34-362.4CriticalAppraisalofExistingResearches36-37Chapter3TheoreticalFoundationsandMethodology37-483.1TheoreticalFoundations37-413.1.1Krashen’sAffectiveFilterHypothesis37-383.1.2Vygotsky’sSocialConstructivi38-403.1.3Rogers’Humani40-413.2ResearchMethodology41-483.2.1Subjects42-433.2.2Instruments43-453.2.2.1QuestionnaireofBackgroundInformation433.2.2.2ForeignLanguageClassroomAnxietyScale(FLCAS)43-443.2.2.3Students’LearningDiariesandInterviews44-453.2.rocedure45-48Chapter4FindingsandDiscussions48-774.1OverviewofEnglishAnxietyLevel48-514.2Correlations51-544.3LanguageAnxietyandOtherPersonalVariables54-644.3.1LanguageAnxietyandGender54-554.3.2LanguageAnxietyandFamilyBackground55-584.3.3LanguageAnxietyandDifferentClasses58-594.3.4LanguageanxietyandEnglishProficiency59-604.3.5LanguageAnxietyandPrizes60-614.3.6LanguageAnxietyandtheStartofLearningEnglish61-624.3.7LanguageAnxietyandPersonality62-634.3.8LanguageAnxietyandSelf-esteem63-644.4FindingsoftheDiariesandInterviews64-674.5ImplicationsofthePresentStudy67-774.5.1EstablishmentofaNewRoleforTeachers67-704.5.1.1ReductionofPersonalandInterpersonalAnxieties684.5.1.2FormationofLearners’Beliefs68-694.5.1.3InteractionsofInstructorsandLearners69-704.5.2InnovationinTeachingApproaches70-714.5.3AdoptionofCooperativeLearning71-734.5.4AlleviationofthePeerCompetition73-744.5.5ReformationofLanguageTesting74-754.5.6PerfectionofCourseContents754.5.7UseofMultipleMediaandInternet75-77Chapter5Conclusion77-815.1MajorFindings77-795.2MajorContributions79-805.3LimitationsandSuggestedFutureResearches80-81Bibliography81-91Appendices91-96AppendixIQuestionnaire91-95AppendixIILearningDiariesandInterviews95-96Acknowledgements96