自上世紀70年代以來,外語研究已經(jīng)將重點從“如何教”轉(zhuǎn)移到“如何學(xué)”上來。外語學(xué)習(xí)者的情感因素已經(jīng)成為國內(nèi)外專家學(xué)者重點關(guān)注的問題,嚴重的學(xué)習(xí)焦慮將很大程度上阻礙外語學(xué)習(xí)。大量學(xué)者對外語學(xué)習(xí)焦慮中的聽說讀寫以及語法進行了研究,然而,到目前為止,關(guān)于英語詞匯學(xué)習(xí)焦慮的研究卻相對較少。眾所周知,詞匯量的掌握情況對外語學(xué)習(xí)起著至關(guān)重要的作用。尤其是對非英語專業(yè)學(xué)生來說,英語詞匯學(xué)習(xí)策略應(yīng)用較少,從而導(dǎo)致詞匯學(xué)習(xí)過程中產(chǎn)生了嚴重的焦慮狀況。本文以克拉申的情感過濾假說理論為基礎(chǔ),運用Horwitz等人的外語學(xué)習(xí)焦慮的理論框架,試圖對非英語專業(yè)大學(xué)生英語詞匯學(xué)習(xí)焦慮狀況進行分析。本文探究了非英語專業(yè)大學(xué)生當(dāng)前的英語學(xué)習(xí)焦慮所呈現(xiàn)的狀況,不同個體因素的詞匯焦慮存在的差異以及學(xué)生的詞匯焦慮狀況與詞匯能力之間的關(guān)系。筆者通過問卷和詞匯測試的方式對四川兩所高校的非英語專業(yè)120名大學(xué)生進行了隨機抽樣調(diào)查,并用社會科學(xué)統(tǒng)計軟件(spss19.0)對實驗資料結(jié)果進行了描述性統(tǒng)計分析,單因素方差分析,以及皮爾遜相關(guān)系數(shù)分析。該調(diào)查包括英語詞匯焦慮問卷(在Horwitz等人的英語課堂焦慮問卷的基礎(chǔ)上改編而成),和... 

【文章來源】：西華大學(xué)四川省

【文章頁數(shù)】：63 頁

【學(xué)位級別】：碩士

【文章目錄】：
摘要
Abstract
Chapter 1 Introduction
    1.1 Background
    1.2 Purpose and significance
    1.3 Organization
Chapter 2 Literature Review
    2.1 Literature on Second/foreign Language Anxiety
        2.1.1 Definition of anxiety and foreign language anxiety
        2.1.2 Classification of Anxiety
            2.1.2.1 Trait Anxiety, State Anxiety and Situation-specific Anxiety
            2.1.2.2 Communication apprehension，test anxiety and fear of negative evaluationniton
            2.1.2.3 Facilitating anxiety and debilitating anxiety
    2.2 An overview of vocabulary knowledge
        2.2.1 Breadth of vocabulary knowledge
        2.2.2 Depth of vocabulary knowledge
    2.3 Previous studies on foreign language vocabulary anxiety abroad and at home
    2.4 Theoretical foundation
Chapter 3 Methodology
    3.1 Research questions
    3.2 Participants
    3.3 Instruments
    3.4 Data processing
Chapter 4 Results and discussion
    4.1 The distributions of English vocabulary learning anxiety
    4.2 Individual variables and vocabulary learning anxiety
        4.2.1 Gender and vocabulary learning anxiety
        4.2.2 Major and vocabulary learning anxiety
        4.2.3 Personality and vocabulary learning anxiety
        4.2.4 Grade and vocabulary anxiety
        4.2.5 Education background and vocabulary anxiety
        4.2.6 Family background and vocabulary anxiety
        4.2.7 Intelligence and vocabulary anxiety
    4.3 Correlation between vocabulary anxiety and vocabulary achievement
Chapter 5 Implications and recommendations
    5.1 Neccesity to reduce English vocabulary anxiety
    5.2 Related strategies
Chapter 6 conclusion
    6.1 Major findings
    6.2 Limitations and suggestions of the future study
Bibliography
Appendix
Acknowledgements



本文編號：2913634