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外语阅读焦虑对非英语专业学生的影响

作　者: 朱玲
导　师: 茹克叶·穆罕默德
学　校: 中国地质大学（北京）
专　业: 外国语言学及应用语言学
关键词: 外语阅读焦虑外语阅读焦虑量表外语学习焦虑量表英语阅读表现
分类号: H319
类　型: 硕士论文
年　份: 2006年
下　载: 365次
引　用: 3次
阅　读: 论文下载

内容摘要

随着外语教学研究的重点由教师向学生转变，情感因素在教学中的作用引起越来越多学者的注意和研究，外语学习焦虑便是其中之一。但是对于各项外语技能焦虑的研究却很少，在中国，此类研究更是空白。本研究正是在这种背景下进行的。本研究旨在(一) 探索外语阅读焦虑与外语学习焦虑的关系；(二) 研究外语阅读焦虑对外语阅读表现的影响：(三) 找到引起阅读焦虑和影响阅读表现的主要因素；(四) 探讨不同的个人因素与外语阅读焦虑和外语阅读表现的关系；(五) 探寻本次研究对当今大学英语教与学的启示。本次研究的研究对象包括中国地质大学(北京)473名非英语专业的二年级学生。所有数据来自包括汉语版的外语阅读焦虑量表和外语课堂焦虑量表的问卷调查和大学英语四级考试中的阅读理解成绩。数据在输入微机后用社会科学统计软件包SPSS12.0进行了处理，相继使用了描述性统计，平均数比较，皮尔逊相关分析，独立样品T检验，及信度检验等统计手段。数据分析表明：(一) 外语阅读焦虑与外语学习焦虑是既相关又不同的两个概念；(二) 外语阅读焦虑与英语阅读表现之间呈负相关，对英语语言本身及文化知识缺乏了解是构成外语阅读焦虑的主要因素。(三) 性别差异与外语阅读焦虑之间的相关性是显著的，而且男生阅读焦虑显著高于女生，女生的阅读理解成绩显著高于男生。但是学习英语时间不同的学生在外语阅读焦虑上不存在明显差异。(四) 为考试和就业而阅读的学生比阅读动机为兴趣和娱乐的学生在阅读过程中要更加焦虑。而对自己以前的英语阅读表现满意的学生在阅读焦虑水平上要比不满意的学生低。本文分为六章。第一章为引言，主要介绍了本次研究的目的和意义。第二章为相关文献综述。第三章为研究方法，其中包括测试对象，研究工具，研究程序，数据采集及数据处理情况。第四章为研究成果。根据四个研究问题，依次对研究结果进行描述和说明。第五章对研究结果进行了讨论，并分析了造成这些结果的原因。第六章总结了本次研究所得出的结论，讨论了本次研究对当前大学英语教学的启示，探讨了本次研究的局限性，并根据局限之处提出对将来进一步研究的建议。

全文目录

Abstract(in English)  5-7
摘要  7-14
Chapter One Introduction  14-18
  1.1 Background and purpose of this study  14-16
  1.2 The significance of this study  16-17
  1.3 Organization of this thesis  17-18
Chapter Two Literature Review  18-33
  2.1 Classification of anxiety  18-20
    2.1.1 Trait, state and situation-specific anxiety  18-19
    2.1.2 Facilitating and debilitating anxiety  19-20
  2.2 Foreign language learning anxiety  20-22
  2.3 The theories on the relationship between anxiety and FL learning  22-23
    2.3.1 Krashen's theory related to anxiety  22-23
    2.3.2 The theory of Tobias  23
  2.4 Studies on other foreign language specific skill anxieties  23-26
    2.4.1 Foreign language speaking anxiety  23-24
    2.4.2 Foreign language listening anxiety  24-25
    2.4.3 Foreign language writing anxiety  25
    2.4.4 Studies on other foreign language specific skill anxieties in China  25-26
  2.5 Studies on foreign language reading anxiety  26-31
    2.5.1 The general idea on FL reading anxiety: Saito et al.'s study  26-29
    2.5.2 Potential sources of anxiety for foreign language readers: Lee's study  29-30
    2.5.3 Other studies on foreign language reading anxiety at home and abroad  30-31
  2.6 Contributions and weaknesses of the previous studies  31-32
    2.6.1 Contributions of the previous studies  31
    2.6.2 Weaknesses of the previous study  31-32
  2.7 Summary  32-33
Chapter Three Research Methodology  33-38
  3.1 Research questions  33
  3.2 Statement of hypotheses  33
  3.3 Subjects  33-34
  3.4 Instruments  34-35
    3.4.1 The background information questionnaire(BIQ)  34
    3.4.2 The Foreign Language Reading Anxiety Scale(FLRAS)  34-35
    3.4.3 The Foreign Language Classroom Anxiety Scale(FLCAS)  35
    3.4.4 Reading proficiency tests  35
  3.5 Pilot study  35-36
  3.6 Data collection procedure  36-37
  3.7 Data analysis  37
  3.8 Summary  37-38
Chapter Four Results of the study  38-54
  4.1 Research question 1  38-39
    4.1.1 Reliability of adapted FLCAS and FLRAS  38
    4.1.2 Relationship between adapted FLRAS and FLCAS  38-39
  4.2 Research question 2  39-44
    4.2.1 The existence of reading anxiety among Chinese EFL students  39-41
    4.2.2 Relationship between FL reading anxiety and reading performance  41-42
    4.2.3 Correlation between three levels of anxiety and the corresponding reading comprehension scores  42-44
  4.3 Research question 3  44-45
    4.3.1 Correlations between FLRAS and its three factors  44
    4.3.2 Relationship between three subcomponents and reading performance  44-45
  4.4 Research question 4  45-51
    4.4.1 Gender  45-47
    4.4.2 Year of English learning  47-48
    4.4.3 The most difficult skill to master in learning English (listening, speaking, reading and writing)  48-49
    4.4.4 Motivation of reading in English  49-50
    4.4.5 Degree of satisfaction with the previous reading performance  50-51
  4.5 Summary  51-54
Chapter Five Discussion  54-65
  5.1 Relationship between FLRAS and FLCAS  54-55
  5.2 Relationship between foreign language reading anxiety and foreign language reading performance  55-59
    5.2.1 Affective state of Chinese EFL college learners  55-56
    5.2.2 Expressions of reading anxiety  56-57
    5.2.3 Relationship between reading anxiety and reading performance  57-59
  5.3 The influential factors on the negative relationship between reading anxiety and reading performance  59-61
    5.3.1 Script and cultural apprehension  59-61
    5.3.2 Emotional apprehension  61
  5.4 Relationship between reading anxiety and background variables  61-64
    5.4.1 Gender  61-62
    5.4.2 Year of English learning  62-63
    5.4.3 The most difficult skill to master in learning English (listening, speaking, reading and writing)  63
    5.4.4 Motivation of reading in English  63-64
    5.4.5 Degree of satisfaction with the previous reading performance  64
  5.5 Summary  64-65
Chapter Six Conclusions  65-67
Chapter Seven Pedagogical Implications, Limitations and Recommendation  67-71
  7.1 Pedagogical implications  67-69
  7.2 Limitations of the study  69
  7.3 Recommendation  69-71
Note  71-72
Bibliography  72-78
Appendix One  78-82
Appendix Two  82-85
发表论文  85

外语阅读焦虑对非英语专业学生的影响

内容摘要

全文目录

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