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桂林市高校非英语专业本科生英语学习焦虑与英语学习自主性的相关性研究

作　者: 彭纯
导　师: 周晓玲
学　校: 广西师范大学
专　业: 课程与教学论
关键词: 桂林市高校非英语专业本科生英语学习焦虑英语学习自主性相关性
分类号: H319
类　型: 硕士论文
年　份: 2009年
下　载: 63次
引　用: 0次
阅　读: 论文下载

内容摘要

人要自我发展就必须先具备自主学习的能力,然而在自主学习的时候,难免会存在焦虑。因此,如何降低这种焦虑以提高自主学习的能力,成为了人类自我发展的关键。结合这种实际情况,本文调查了桂林市高校非英语专业本科生的英语自主学习能力和英语学习焦虑的现状,并对这两种现状做了相关分析。本研究以量表和问卷调查为主要手段,兼有访谈。调查对象是广西师范大学、桂林电子科技大学和桂林电子工业学院2007级的180名非英语专业本科生。量表是在参考Horwitz (1986)的外语课堂焦虑量表的基础上进行修改的。本研究的英语学习焦虑量表包括三个方面:交际焦虑;负评价焦虑;一般焦虑。自主学习调查则以徐锦芬(2004)的非英语专业本科生自主性英语学习情况调查问卷为基础,并稍作修改。问卷包括五个维度:对教师教学目的和要求的了解;对学习目的的制定与规划;对学习策略的有效使用;对学习策略使用的监控;对学习过程的监控和评价。本文研究的三个问题是:1、桂林市高校非英语专业本科生的英语学习自主性总体情况如何?2、桂林市高校非英语专业本科生在英语自主学习过程中存在的焦虑的总体情况如何?3、这些焦虑与英语学习自主性是否存在相关性?如果有相关性,如何相关?研究表明:1、桂林市高校非英语专业本科生的英语学习自主性总体处于较低的水平,学生虽然在识别教师教学目的和制定自己的目标方面表现比较自主,但在监控和评价英语学习过程和学习策略方面普遍存在很大问题;2、桂林市高校非英语专业本科生在英语自主学习过程中所存在的焦虑总体处于较高的状态。其中一般焦虑表现及其强烈,其次是交际焦虑和负评价焦虑;3、英语学习焦虑与英语学习自主性呈负相关。根据调查所得,本文提出了降低英语学习焦虑,提高英语学习自主性的几点建议。1、要降低焦虑,就必须要先清楚正确地认识焦虑;2、老师和学生都要用积极的态度去面对英语学习焦虑和英语学习自主性;3、合理的使用学习策略也是至关重要的,对学习策略的合理使用会让整个教学过程事半功倍;4、教师的专业知识和技能在帮助学生降低英语学习焦虑和提高英语学习自主性方面也会起到很好的作用;5、需要加强英语老师对情感因素的研究能力;6、还要更多地关注新生的学习焦虑。

全文目录

Acknowledgements  6-7
中文摘要  7-8
Abstract  8-10
Abbreviations  10-12
Chapter 1 Introduction  12-15
  1.1 Reasons for the Present Study  12-13
    1.1.1 Requirements of College English Curriculum  12
    1.1.2 The Latest Studies of Correlation between ELA and LA in FLT and Research in China  12-13
  1.2 Purpose of the Present Study  13-14
  1.3 Significance of the Present Study  14
  1.4 An Overall Structure of the Dissertation  14-15
Chapter 2 Literature Review  15-24
  2.1 Rationales for the Study  15-16
    2.1.1 Constructivism Learning Theories  15
    2.1.2 Humanistic Learning Theories  15-16
    2.1.3 Krashen’s Affective Filter Hypothesis  16
  2.2 Defining and Describing Learner Autonomy  16-19
    2.2.1 Definitions of Learner Autonomy  16-17
    2.2.2 Characteristics of Learner Autonomy  17-19
    2.2.3 Components of Learner Autonomy  19
  2.3 Defining and Describing Foreign Language Anxiety  19-22
    2.3.1 Definitions of Anxiety  19-20
    2.3.2 Classifications of FLA  20-22
      2.3.2.1 Communication Apprehension  20-21
      2.3.2.2 Test Anxiety  21
      2.3.2.3 Fear of Negative Evaluation  21-22
  2.4 Brief Reviews of Researches on Correlation between ELA and Language Learning  22-24
    2.4.1 Studies on Correlation between ELA and Language Learning abroad  22
    2.4.2 Studies on Correlation between ELA and Language Learning in China  22-24
Chapter 3 Methodology  24-28
  3.1 Subjects  24
  3.2 Instruments  24-25
    3.2.1 English Learning Anxiety Scale  24
    3.2.2 Autonomous English Learning Questionnaire  24-25
    3.2.3 Interviews  25
  3.3 Data  25-28
    3.3.1 Data Collection  25-26
    3.3.2 Data Analysis  26-28
      3.3.2.1 Quantitative Data Analysis  26-27
        3.3.2.1.1 Calculation of the Points  26
        3.3.2.1.2 Statistical Analysis of the Result  26-27
      3.3.2.2 Qualitative Data Analysis  27-28
Chapter 4 Results, Findings, and Analysis  28-45
  4.1 An Overview on LA of NMU  28-35
    4.1.1 An Overall Description of LA of NMU  28-29
    4.1.2 Students’Performance in the Aspects of LA Included in the Questionnaire  29-34
      4.1.2.1 Students’Ability of Identifying Teachers’Teaching Aims and Demands towards LA  29-30
      4.1.2.2 Students’Ability of Setting Learning Aims and Making Study Plans towards LA  30-31
      4.1.2.3 Students’Ability of Using Learning Strategies Effectively towards LA  31
      4.1.2.4 Students’Ability of Monitoring the Use of Learning Strategies  31-32
      4.1.2.5 Students’Ability of Monitoring and Evaluating the Process of English Study towards LA  32-34
    4.1.3 Findings and Discussion from Corresponding Interviews on LA  34-35
  4.2 An Overview on ELA of NMU  35-40
    4.2.1 An Overall Description of ELA of NMU  35-36
    4.2.2 Students’Performance in the Aspects of ELA Included in the Scale  36-39
      4.2.2.1 Description of CA  36-37
      4.2.2.2 Description of FNE  37-38
      4.2.2.3 Description of GFA  38-39
    4.2.3 Findings and Discussion from Corresponding Interviews on ELA  39-40
  4.3 Correlation Analysis between Students’LA and ELA  40-45
    4.3.1 Correlation between Students’LA and CA  41-42
    4.3.2 Correlation between Students’ LA and FNE  42
    4.3.3 Correlation between Students’LA and GFA  42-43
    4.3.4 Findings and Discussion from Corresponding Interviews on Correlation between LA and ELA  43-45
Chapter 5 Implications  45-51
  5.1 Recognizing English Learning Anxiety  45-46
  5.2 Having Positive Learning Attitudes  46-47
  5.3 Using Proper Learning Strategies  47-48
  5.4 Updating Teachers’ Professional Knowledge  48-49
  5.5 Improving Teachers’Research Ability of Learners’Affective Factors  49-50
  5.6 Paying More Attention to the Study of Freshmen’s Learning Anxiety  50-51
Chapter 6 Conclusion  51-53
  6.1 Summary of the Present Study  51
  6.2 Limitations and Recommendations  51-53
Bibliography  53-56
Appendices  56-62
  Appendix A  56-58
  Appendix B  58-61
  Appendix C  61-62
Publications during the Postgraduate Program  62-63

桂林市高校非英语专业本科生英语学习焦虑与英语学习自主性的相关性研究

内容摘要

全文目录

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