隨著外語教學(xué)研究領(lǐng)域的研究重點(diǎn)由“如何教”轉(zhuǎn)向“如何學(xué)”,學(xué)習(xí)者的個(gè)體性差異研究引起了學(xué)者們的極大關(guān)注,尤其是個(gè)體性差異中的學(xué)習(xí)策略與學(xué)習(xí)焦慮對(duì)于學(xué)習(xí)的影響。關(guān)于英語學(xué)習(xí)策略、學(xué)習(xí)焦慮與學(xué)習(xí)成績關(guān)系的以往研究結(jié)果并不完全一致,因此有必要對(duì)三者關(guān)系做進(jìn)一步的探究。為探討英語學(xué)習(xí)策略的使用、學(xué)習(xí)焦慮的表現(xiàn)及英語成績?nèi)咧g的關(guān)系,本論文利用兩個(gè)調(diào)查問卷對(duì)276名大學(xué)生展開研究,兩個(gè)問卷分別是Oxford（1990）的語言學(xué)習(xí)策略量表和Howrit et.al（1986）的外語學(xué)習(xí)焦慮量表,量表收集后利用SPSS軟件對(duì)數(shù)據(jù)進(jìn)行描述分析、方差分析和相關(guān)性分析。本論文的結(jié)果顯示（1）大多數(shù)學(xué)生學(xué)習(xí)策略的使用處于中等水平,其中補(bǔ)償策略使用較多,情感策略使用較少;學(xué)習(xí)策略和學(xué)習(xí)成績之間存在顯著正相關(guān)關(guān)系,其中認(rèn)知策略和元認(rèn)知策略與學(xué)習(xí)成績的正相關(guān)性較強(qiáng)。（2）大多數(shù)學(xué)生學(xué)習(xí)焦慮程度處于中等水平,其中交際焦慮最為嚴(yán)重;學(xué)習(xí)焦慮和學(xué)習(xí)成績之間存在顯著負(fù)相關(guān)關(guān)系,其中考試焦慮和負(fù)評(píng)價(jià)焦慮與學(xué)習(xí)成績的負(fù)相關(guān)性較強(qiáng)。（3）英語學(xué)習(xí)策略與學(xué)習(xí)焦慮之間存在顯著負(fù)相關(guān)關(guān)系,學(xué)習(xí)焦慮程度越高的學(xué)生較少地使用認(rèn)知策略、... 

【文章來源】：哈爾濱工業(yè)大學(xué)黑龍江省 211工程院校 985工程院校

【文章頁數(shù)】：103 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Chapter1 Introduction
    1.1 Background of the Study
    1.2 Research Aims and Significance
    1.3 Organization of the Thesis
Chapter2 Literature Review and Theoretical Framework
    2.1 Foreign Language Learning Strategies
        2.1.1 Related Studies of Foreign Language Learning Strategies Abroad and at Home
        2.1.2 Theoretical Framework of Foreign Language Learning Strategies
    2.2 Foreign Language Learning Anxiety
        2.2.1 Related Studies of Foreign Language Learning Anxiety Abroad and at Home
        2.2.2 Theoretical Framework of Foreign Language Learning Anxiety
    2.3 Related Studies of the Relationship between Language Learning Strategies and Anxiety
        2.3.1 Related Studies of Relationship between Language Learning Strategies and AnxietyAbroad
        2.3.2 Related Studies of Relationship between Language Learning Strategies and Anxiety atHome
Chapter3 Research Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Instruments
        3.3.1 Strategies Inventory for Language Learning(SILL)
        3.3.2 Foreign Language Classroom Anxiety Scale(FLCAS)
        3.3.3 Scores of CET-4/CET-6
    3.4 Procedure
Chapter4 Research Results
    4.1 The Relationship between Learning Strategies and Learning Achievements
        4.1.1 The Significant Influence of Learning Strategies on Learning Achievements
        4.1.2 Positive Correlation between Learning Strategies and Learning Achievements
    4.2 The Relationship between Learning Anxiety and Learning Achievements
        4.2.1 The Significant Influence of Learning Anxiety on Learning Achievements
        4.2.2 Negative Correlation between Learning Anxiety and Learning Achievements
    4.3 The Relationship between Learning Strategies and Learning Anxiety
        4.3.1 The Significant Influence of Learning Anxiety on Learning Strategies
        4.3.2 Negative Correlation between Learning Anxiety and Learning Strategies
    4.4 The Mediating Effect of English Learning Strategies on the Relationship between LearningAnxiety and Learning Achievements
Chapter5 Further Discussion of the Current Study and Implications for English Learning and Teaching
    5.1 Further Discussion of the Current Study
        5.1.1 Discussion of Relationship between Learning Strategies and Learning Achievements
        5.1.2 Discussion of Relationship between Learning Anxiety and Learning Achievements
        5.1.3 Discussion of Relationship between Learning Strategies and Learning Anxiety
        5.1.4 Interrelationships of English Learning Anxiety,Learning Strategies and LearningAchievements
    5.2 Implications for English Learning and Teaching
        5.2.1 Guiding Students to Make Efficient Use of Related Strategies in English Learning
        5.2.2 Reducing Students’Anxiety by means of psychologically relieving,classroom teachingand relevant strategy training
Chapter6 Conclusion
    6.1 Summary of the Current Study
    6.2 Limitations of the Current Study
    6.3 Suggestions for the Future Research
References
Paper Published During Study
Acknowledgements
Appendix


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