【摘要】：本研究目的在于探究中國(guó)初中生英語(yǔ)學(xué)習(xí)中的焦慮現(xiàn)狀,學(xué)生的情緒智力狀況,以及外語(yǔ)焦慮及情緒智力的關(guān)系。本文采用定量與定性相結(jié)合的研究方法,使用修正過(guò)的第二語(yǔ)言課堂焦慮量表及心理特征情商問(wèn)卷以測(cè)定187位初中生的英語(yǔ)焦慮程度及情緒智力等級(jí),通過(guò)兩次月考來(lái)測(cè)評(píng)學(xué)生的英語(yǔ)學(xué)習(xí)成果。為了得出學(xué)生情緒智力與外語(yǔ)焦慮之間的相關(guān)關(guān)系并探究外語(yǔ)焦慮在情緒智力與學(xué)習(xí)成果關(guān)系中的中介作用,將這三方面的數(shù)據(jù)進(jìn)行詳細(xì)分析并結(jié)合部分學(xué)生的采訪進(jìn)行討論。本實(shí)證研究有以下幾個(gè)發(fā)現(xiàn)。首先,大多數(shù)初中生存在高度或中度的外語(yǔ)焦慮。他們?nèi)狈τ⒄Z(yǔ)交流意愿,甚至畏懼用英語(yǔ)交流。有些學(xué)生對(duì)英語(yǔ)學(xué)習(xí)的負(fù)面評(píng)價(jià)存在恐懼心理,并對(duì)英語(yǔ)課堂及考試表現(xiàn)出了緊張心理。其次,初中生正處于建設(shè)情緒智力的重要階段,大多數(shù)學(xué)生的情緒智力發(fā)展不成熟。也就是說(shuō),學(xué)生對(duì)情緒的控制能力不足,在社交方面存在一定缺陷。最后,研究發(fā)現(xiàn)初中生情緒智力和外語(yǔ)焦慮之間存在顯著負(fù)相關(guān);學(xué)生情緒智力與英語(yǔ)學(xué)習(xí)成績(jī)呈顯著正相關(guān);學(xué)生的外語(yǔ)焦慮與英語(yǔ)學(xué)習(xí)成績(jī)呈顯著負(fù)相關(guān)。因此,外語(yǔ)焦慮在學(xué)生的情緒智力和英語(yǔ)學(xué)習(xí)成績(jī)之間起著一定的中介作用。本研究提出通過(guò)培養(yǎng)學(xué)生的情緒智力,從而降低學(xué)生英語(yǔ)學(xué)習(xí)的焦慮,提高學(xué)習(xí)成績(jī)。進(jìn)一步探討了研究成果對(duì)中國(guó)初中英語(yǔ)教學(xué)的啟發(fā)。
[Abstract]:The purpose of this study is to explore the present situation of anxiety in English learning of Chinese junior high school students, the emotional intelligence of students, and the relationship between foreign language anxiety and emotional intelligence. In this paper, a quantitative and qualitative approach is used to measure the English anxiety and emotional intelligence of 187 junior high school students by using the revised second language classroom anxiety scale and the emotional Quotient of Psychological characteristics questionnaire. Students' English learning achievements are evaluated through two monthly exams. In order to find out the correlation between students' emotional intelligence and foreign language anxiety and to explore the intermediary role of foreign language anxiety in the relationship between emotional intelligence and learning achievement, the data of these three aspects are analyzed in detail and discussed in combination with some students' interviews. This empirical study has the following findings. First of all, most junior high school students have high or moderate foreign language anxiety. They lack the willingness to communicate in English, and they are even afraid to communicate in English. Some students are afraid of the negative evaluation of English learning and are nervous about English classes and exams. Secondly, junior high school students are in the important stage of building emotional intelligence, most students' emotional intelligence development is immature. That is to say, students' emotional control ability is insufficient, and there are some social defects. Finally, it is found that there is a significant negative correlation between emotional intelligence and foreign language anxiety of junior high school students, a significant positive correlation between emotional intelligence and English learning achievement, and a significant negative correlation between foreign language anxiety and English learning achievement. Therefore, foreign language anxiety plays an intermediary role between students' emotional intelligence and English learning achievement. The present study suggests that students' emotional intelligence should be cultivated so as to reduce their anxiety in English learning and improve their academic performance. The paper further discusses the enlightenment of the research results to the junior middle school English teaching in China.
【學(xué)位授予單位】：大連海事大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G447

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本文編號(hào)：2218519