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非英语专业本科生英语学习动机与英语学习焦虑的相关性研究

作　者: 陈巧薇
导　师: 周晓玲
学　校: 广西师范大学
专　业: 课程与教学论
关键词: 非英语专业本科生英语学习动机英语学习焦虑相关性
分类号: H319
类　型: 硕士论文
年　份: 2011年
下　载: 171次
引　用: 0次
阅　读: 论文下载

内容摘要

在过去的几十年里,英语教学研究的重点从研究教师如何教转向学习者如何学,其中一个重要的研究课题是关于造成学习结果差异的学习者个体因素的研究。在这一背景下,人们开始关注情感因素对英语学习的影响。学习动机和学习焦虑是作为情感因素的两个最主要因素,研究者也分别对其进行了大量的研究,但是在国内外对于这两个因素的相关性的研究成果并不多。在这样的研究背景下,本文调查了广西师范大学非英语专业学生的英语学习动机和学习焦虑现状,并对这两种现状做了相关分析,旨在为大学英语教学提供一些可操作性的建议。本研究以问卷调查为手段,调查对象为广西师范大学154名非英语专业本科生。英语学习动机问卷是参考高一虹(2003)的动机类型调查问卷而制成的；英语学习焦虑问卷则是在Horwitz(1986)的外语课堂焦虑量表基础上进行修改而研制出的。本研究关注的三个问题为：1、非英语专业本科生英语学习动机的总体情况如何?2、非英语专业本科生英语学习焦虑的总体情况如何?3、非英语专业本科生英语学习动机与学习焦虑是否存在相关性?如果相关,如何相关?研究结果表明：1、广西师范大学非英语专业本科生的英语学习动机薄弱,且大多数学生缺乏内在兴趣动机,外在动机如成绩动机和证书动机较为强烈；2、总体来说,学生的英语学习焦虑处于较高的状态。其中,交际焦虑和考试焦虑最为明显,其次为害怕负评价焦虑和课堂焦虑；3、英语学习动机与英语学习焦虑呈显著负相关。根据调查结果,本文为提高学生英语学习内在动机,降低英语学习焦虑提出几点建议：1、教师和学生都应该了解学习动机和学习焦虑的内涵；2、教师应把目的语文化融入语言教学中,从而培养学生的内在兴趣动机,培养学生的内在兴趣动机有助于降低其学习焦虑；3、教师应采用新的评估系统来评价学生的学习表现,而学生自己也应正确评价自己的学习；4、教师应为学生创造和谐的学习氛围,这不仅会提高学生的英语情境动机,也有助于降低其课堂焦虑；5、学生应当形成正确的自我概念,这有利于降低其害怕负评价焦虑。

全文目录

中文摘要  3-4
Abstract  4-9
Abbreviations  9-10
List of Tables  10-11
Chapter 1 Introduction  11-13
  1.1 Reasons for the Present Study  11
  1.2 Purpose of the Present Study  11
  1.3 Significance of the Present Study  11-12
  1.4 Structure of the Thesis  12-13
Chapter 2 Literature Review  13-22
  2.1 Theoretical Foundation for ELM and ELA  13-14
    2.1.1 Humanistic Learning Theories for ELM  13
    2.1.2 Krashen's Affective Filter Hypothesis for ELA  13-14
  2.2 Defining and Classifying English Learning Motivation  14-18
    2.2.1 Definitions of English Learning Motivation  14-15
    2.2.2 Classifications of English Learning Motivation  15-18
      2.2.2.1 Integrative and Instrumental Motivation  15-16
      2.2.2.2 Intrinsic and Extrinsic Motivation  16-17
      2.2.2.3 Gao Yihong's Classification of Motivation  17-18
  2.3 Defining and Classifying English Learning Anxiety  18-21
    2.3.1 Definitions of English Learning Anxiety  18-19
    2.3.2 Classifications of English Learning Anxiety  19-21
      2.3.2.1 Communication Apprehension  19
      2.3.2.2 Test Anxiety  19-20
      2.3.2.3 Fear of Negative Evaluation  20-21
  2.4 Brief Reviews of Researches on the Correlation Between ELM and ELA  21-22
    2.4.1 Relevant Studies of the Correlation Between ELM and ELA Abroad  21
    2.4.2 Relevant Studies of the Correlation Between ELM and ELA in China  21-22
Chapter 3 Methodology  22-25
  3.1 Subjects  22
  3.2 Instruments  22-23
    3.2.1 English Learning Motivation Questionnaire  22-23
    3.2.2 English Learning Anxiety Questionnaire  23
  3.3 Data  23-25
    3.3.1 Data Collection  23-24
    3.3.2 Data Analysis  24-25
Chapter 4 Results,Findings and Analysis  25-45
  4.1 An Overall Description of English Learning Motivation of NMU  25-33
    4.1.1 Students' Preferences in Terms of ELM Included in the Questionnaire  26-33
      4.1.1.1 Descriptive Analysis of Students' Intrinsic Interest Motivation  26-27
      4.1.1.2 Descriptive Analysis of Students' Immediate Achievement Motivation  27-28
      4.1.1.3 Descriptive Analysis of Students' Learning Situation Motivation  28-29
      4.1.1.4 Descriptive Analysis of Students' Individual Development Motivation  29-30
      4.1.1.5 Descriptive Analysis of Students' Information Medium Motivation  30-31
      4.1.1.6 Descriptive Analysis of Students' Social Responsibility Motivation  31-32
      4.1.1.7 Descriptive Analysis of Students' Going Abroad Motivation  32
      4.1.1.8 Descriptive Analysis of Students' Certificate Motivation  32-33
  4.2 An Overall Description of English Learning Anxiety of NMU  33-39
    4.2.1 Students' Preferences in the Terms of ELA Included in the Questionnaire  34-39
      4.2.1.1 Descriptive Analysis of Students' Communication Apprehension  34-35
      4.2.1.2 Descriptive Analysis of Students' Test Anxiety  35-36
      4.2.1.3 Descriptive Analysis of Students' Fear of Negative Evaluation  36-37
      4.2.1.4 Descriptive Analysis of Students' English Classroom Anxiety  37-39
  4.3 Correlation Analysis Between Students' ELM and ELA  39-45
    4.3.1 Correlation Analysis Between Communication Apprehension and ELM  40-42
    4.3.2 Correlation Analysis Between Test Anxiety and ELM  42-43
    4.3.3 Correlation Analysis Between Fear of Negative Evaluation and ELM  43-44
    4.3.4 Correlation Analysis Between English Classroom Anxiety and ELM  44-45
Chapter 5 Conclusion  45-53
  5.1 Summary of the Major Findings  45
  5.2 Pedagogical Implications  45-51
    5.2.1 Recognizing One's ELM and ELA  47
    5.2.2 Cultivating Students' Intrinsic Interest Motivation by Integrating Culture into Language Teaching  47-48
    5.2.3 Making Proper Learning Assessment  48-49
    5.2.4 Providing a Harmonious Teaching and Learning Environment  49-50
    5.2.5 Building a Positive Self-concept  50-51
  5.3 Limitation of the Present Study  51-52
  5.4 Suggestions for Future Study  52-53
Bibliography  53-56
Appendices  56-60
  Appendix A  56-58
  Appendix B  58-60
Publications During the Postgraduate Program  60-61
Acknowledgements  61-62

非英语专业本科生英语学习动机与英语学习焦虑的相关性研究

内容摘要

全文目录

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