本文選題：高一新生　切入點：英語學(xué)習(xí)焦慮　出處：《四川師范大學(xué)》2015年碩士論文

【摘要】：摘要 隨著20世紀60年代人文主義心理學(xué)的興起,越來越多的語言研究者和教學(xué)者意識到在外語學(xué)習(xí)中重視認知的同時情感因素也相當(dāng)重要。焦慮作為最重要的情感因素之一,對外語學(xué)習(xí)效果的影響非常大。國外對于焦慮的研究始于20世紀六十年代,不同的學(xué)者采用各種方法對不同外語的學(xué)習(xí)與語言焦慮的關(guān)系進行了大量研究。國內(nèi)關(guān)于外語焦慮的研究起步相對比較晚但發(fā)展迅速,研究對象也開始漸趨多樣化,而針對高一新生的外語學(xué)習(xí)焦慮情緒的研究相對較少。高一新生正處于初中升高中的關(guān)鍵過渡期,減少他們的英語學(xué)習(xí)焦慮至關(guān)重要。為了探究高一新生英語學(xué)習(xí)焦慮存在的狀態(tài)、產(chǎn)生的原因以及與相關(guān)變量之間的關(guān)系。本文采用定量和定性相結(jié)合的研究方法,運用Horwitz設(shè)計的外語課堂學(xué)習(xí)焦慮量表(FLCAS)以及學(xué)生背景信息合成的問卷對四川師范大學(xué)附屬實驗學(xué)校的127名高一新生進行調(diào)查以及后續(xù)的訪談來收集信息,并采用SPSS 13.0來分析數(shù)據(jù)。研究結(jié)果表明：學(xué)生在高一年級的英語學(xué)習(xí)中都表現(xiàn)出了不同程度的焦慮,其中中度焦慮的比例最大。產(chǎn)生焦慮的原因是多方面的,主觀方面如過于在意別人的看法或者害怕犯錯帶來的負面評價,對初高中銜接的不重視和忽略情感因素在語言學(xué)習(xí)中的作用,客觀原因諸如過多的考試導(dǎo)致的焦慮以及以高考為導(dǎo)向的課堂教學(xué),個體差異等等都能會導(dǎo)致不同程度的焦慮產(chǎn)生。本文基于這些原因給出了具體可行的減少焦慮的措施�？傮w來說,過度的英語學(xué)習(xí)焦慮對英語成績有不利的影響,因此在過渡時期語言的學(xué)習(xí)過程中不能忽視學(xué)習(xí)焦慮的存在。當(dāng)學(xué)生的英語學(xué)習(xí)焦慮減少,學(xué)生才更能體會英語學(xué)習(xí)的樂趣,取得更大的進步。
[Abstract]:With the rise of humanism psychology in the 1960s, more and more language researchers and teachers realize that it is also important to attach importance to cognition and emotional factors in foreign language learning.Anxiety, as one of the most important affective factors, has a great influence on foreign language learning.The study of anxiety in foreign countries began in the 1960s. Different scholars have used various methods to study the relationship between foreign language learning and language anxiety.The research on foreign language anxiety in China started relatively late but developed rapidly, and the subjects of study began to be diversified, while the research on foreign language anxiety of freshmen in senior high school was relatively few.High school freshmen are in a critical transition from junior high to high school. It is important to reduce their anxiety in English learning.In order to explore the existing state of English learning anxiety, the causes of English learning anxiety and the relationship between English learning anxiety and related variables.In this paper, quantitative and qualitative research methods are used.Using Horwitz's Foreign language classroom Learning anxiety scale (FLCAS) and the questionnaire of students' background information synthesis, we investigated 127 freshmen in Sichuan normal University affiliated experimental school and conducted follow-up interviews to collect information.SPSS 13.0 was used to analyze the data.The results show that all the students in Grade one have different levels of anxiety, among which the proportion of moderate anxiety is the highest.There are many reasons for anxiety. Subjective aspects, such as being too concerned with others' views or being afraid of the negative evaluation brought about by mistakes, do not attach importance to the cohesion of junior high school and neglect the role of emotional factors in language learning.Objective reasons such as anxiety caused by too many tests and classroom teaching guided by college entrance examination, individual differences can lead to different levels of anxiety.Based on these reasons, this paper gives some practical measures to reduce anxiety.In general, excessive English learning anxiety has a negative impact on English achievement, so we can not ignore the existence of learning anxiety in the transitional language learning process.When students' anxiety in English learning is reduced, students can enjoy English learning more and make greater progress.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.41

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