語言學習焦慮是二語習得中重要的情感因素之一。網絡技術的發(fā)展使大學生能夠獨立自主地學習,或與他人合作學習,然而,在網絡環(huán)境下的學習狀況和效果并不令人滿意,很多同學依然存在著焦慮情緒,如難以選擇適合的網絡資源,不熟悉電腦或網絡技術操作等,這些都對英語自主學習產生了很大的影響。但是由于缺乏有效的自我調節(jié)策略,這種焦慮變得更加嚴重。目前,有關焦慮干預性策略的研究多是從教師的角度出發(fā),探討如何幫助學生緩解課堂上的語言學習焦慮。很少有研究從學習者的角度出發(fā),關注學習者如何通過自身的努力克服自主學習中的焦慮。基于此,本研究旨在探討作為學習的主體,大學生主要采取哪些自我調節(jié)策略來降低網絡環(huán)境下的英語自主學習焦慮。本研究以大連市某師范大學英語專業(yè)大三大四100名大學生作為研究對象,通過使用《網絡自主學習環(huán)境下英語學習焦慮調查問卷》和《網絡自主學習環(huán)境下英語學習焦慮自我調節(jié)策略使用調查問卷》,并結合訪談的形式,探索了英語專業(yè)大學生英語學習焦慮現狀及其自我調節(jié)策略的使用情況。然后,運用SPSS22.0數據處理軟件分析了不同英語水平學習者的英語學習焦慮及自我調節(jié)策略使用情況的差異,最后探究了語言學習焦慮與自我... 

【文章來源】：遼寧師范大學遼寧省

【文章頁數】：78 頁

【學位級別】：碩士

【文章目錄】：
摘要
Abstract
1 Introduction
    1.1 Background of the Research
    1.2 Purpose and Significance of the Research
    1.3 Layout of the Thesis
2 Literature Review
    2.1 Language Learning Anxiety
        2.1.1 Concepts of Language Learning Anxiety
        2.1.2 Classifications of Language Learning Anxiety
        2.1.3 Previous Studies on Language Learning Anxiety
    2.2 Self-regulatory Strategy
        2.2.1 Definitions of Self-regulatory Strategy
        2.2.2 Previous Studies on Self-regulatory Strategy
    2.3 Previous Studies on Self-regulatory Strategy Use to Alleviate LanguageLearning Anxiety
        2.3.1 Previous Studies Abroad
        2.3.2 Previous Studies at Home
3 Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Pre-interview
        3.3.2 Questionnaire
        3.3.3 Post-interview
    3.4 Research Procedure
    3.5 Data Collection
4 Results and Discussion
    4.1 English Majors’ Language Learning Anxiety in WBALL
        4.1.1 Current Status of Language Learning Anxiety in WBALL
        4.1.2 Differences in Language Learning Anxiety among Students ofDifferent Academic Achievement Levels in WBALL
        4.1.3 The Correlation between Language Learning Anxiety and AcademicAchievement in WBALL
    4.2 English Majors’ Self-regulatory Strategy Use in WBALL
        4.2.1 General Situation of Self-regulatory Strategy Use in WBALL
        4.2.2 Differences in Self-regulatory Strategy Use among Students ofDifferent Academic Achievement Levels in WBALL
        4.2.3 The Correlation between Self-regulatory Strategy Use andAcademic Achievement in WBALL
    4.3 The Correlation between English Majors’ Language Learning Anxiety andTheir Self-regulatory Strategy Use in WBALL
        4.3.1 Differences in Self-regulatory Strategy Use among Students ofDifferent Language Anxiety Groups in WBALL
        4.3.2 The Correlation between Language Learning Anxiety andSelf-regulatory Strategy Use in WBALL
5 Conclusion
    5.1 Major Findings
    5.2 Implications
    5.3 Limitations and Suggestions
References
Appendix A Pre-interview Questions
Appendix B Web-based Autonomous English Learning Questionnaire
Appendix C Post-interview Questions
Acknowledgements



本文編號：3099954