本文選題：高職高專新生 + 外語學(xué)習(xí)焦慮　； 參考：《閩南師范大學(xué)》2017年碩士論文

【摘要】：自二十世紀(jì)五、六十年代以馬斯洛和羅杰斯為代表的人本主義心理學(xué)發(fā)展以來,外語教育研究者和外語教師就一直關(guān)注情感因素在外語學(xué)習(xí)中的作用。在所有的情感因素中,外語學(xué)習(xí)焦慮可能是外語學(xué)習(xí)中最大的情感障礙之一。外語學(xué)習(xí)焦慮不僅影響了學(xué)生的課堂外語學(xué)習(xí)效率,影響了學(xué)生考場上的發(fā)揮,甚至嚴(yán)重打擊了學(xué)生們的外語學(xué)習(xí)信心,使學(xué)生畏懼外語學(xué)習(xí)如畏虎。為此,國內(nèi)外眾多學(xué)者越來越關(guān)注對(duì)外語學(xué)習(xí)焦慮這一情感因素的研究。國外的研究者對(duì)外語學(xué)習(xí)焦慮的研究較早,大約始于二十世紀(jì)七十年代,其中的代表人物為Horwitz、Scovel、Gardner、MacIntyre、Kleinmann、Young等。無論是理論研究還是實(shí)證性研究,國外對(duì)于外語學(xué)習(xí)焦慮的研究都可謂成果顯著。比較之下,國內(nèi)對(duì)外語學(xué)習(xí)焦慮研究起步較晚,大約開始于二十世紀(jì)末,近十幾年來的研究主要是針對(duì)高校本科學(xué)生的外語課堂焦慮進(jìn)行實(shí)證研究,但是對(duì)于高職高專學(xué)生的外語學(xué)習(xí)焦慮研究較少。近十幾年來,高職高專院校在中國所有地區(qū)得到迅速發(fā)展。國家對(duì)高職高專院校的定位是培養(yǎng)適應(yīng)行業(yè)、企事業(yè)單位發(fā)展需要的應(yīng)用型高等技術(shù)專門人才。高職高專學(xué)生們的肩膀上承擔(dān)著經(jīng)濟(jì)建設(shè)的重任,大部分行業(yè)和企業(yè)都要求就業(yè)者具有一定的外語能力,部分行業(yè)企業(yè)甚至要求就業(yè)者有較強(qiáng)的英語聽說讀寫譯能力。但實(shí)際情況卻是大多數(shù)高職學(xué)生英語水平偏低、基礎(chǔ)偏弱,外語學(xué)習(xí)能力不強(qiáng)。這種理想與現(xiàn)實(shí)需求的反差導(dǎo)致許多高職高專學(xué)生承擔(dān)著巨大的外語學(xué)習(xí)壓力,他們?yōu)榇烁械浇箲]不安。這種外語學(xué)習(xí)焦慮又反過來影響了他們的外語學(xué)習(xí),導(dǎo)致他們的學(xué)習(xí)積極性越來越差,學(xué)習(xí)自信心越來越低,學(xué)習(xí)效果越來越不明顯。但是長期以來,社會(huì)對(duì)高職高專學(xué)生的關(guān)注卻遠(yuǎn)不如對(duì)本科生的關(guān)注,導(dǎo)致專家學(xué)者和教育工作者對(duì)高職高專學(xué)生的外語學(xué)習(xí)焦慮問題研究有所缺位。因此,筆者覺得很有必要對(duì)高職高專學(xué)生的英語學(xué)習(xí)焦慮問題加以研究,為解決高職高專學(xué)生的英語學(xué)習(xí)困境提供理論支持,為從事高職外語教學(xué)的一線教師提供一些教學(xué)建議�；诖�,筆者在閱讀了國內(nèi)外有關(guān)外語學(xué)習(xí)焦慮研究的大量文章、相關(guān)成果以及理論研究的基礎(chǔ)上,采用定量研究和定性研究相結(jié)合的方式,對(duì)我院323名高職學(xué)生的外語學(xué)習(xí)焦慮現(xiàn)象進(jìn)行了實(shí)證性研究。定量研究采用具有較高信度和效度的外語課堂焦慮量表The Foreign Language Classroom Anxiety Scale(FLCAS)Horwitz等(1986)對(duì)學(xué)生的外語學(xué)習(xí)焦慮程度進(jìn)行調(diào)查,對(duì)所取得的數(shù)據(jù)使用SPSS18.0統(tǒng)計(jì)軟件進(jìn)行分析,同時(shí),采取隨機(jī)抽樣的方式選取60名不同性別、不同生源地、不同專業(yè)、不同高考成績的學(xué)生,進(jìn)行個(gè)人訪談與開放性提問,用所得訪談數(shù)據(jù)來補(bǔ)充及驗(yàn)證定量研究的結(jié)果。研究發(fā)現(xiàn):外語學(xué)習(xí)焦慮在高職高專學(xué)生中普遍存在;女生的焦慮程度高于男生,城鎮(zhèn)學(xué)生的焦慮程度高于農(nóng)村和城市的學(xué)生,非英語專業(yè)學(xué)生的焦慮程度高于英語專業(yè)學(xué)生,高考英語成績低的學(xué)生焦慮程度高于高考英語成績高的學(xué)生;且英語成績與學(xué)生外語學(xué)習(xí)焦慮程度呈明顯的負(fù)相關(guān)關(guān)系。通過個(gè)人訪談還發(fā)現(xiàn),在聽說讀寫譯五項(xiàng)技能的訓(xùn)練中,口譯技能(即說的技能)最容易引起外語學(xué)習(xí)焦慮,引起學(xué)生外語學(xué)習(xí)焦慮的主要原因有六種,其中尤其以“教師與學(xué)習(xí)者之間的交流”“課堂活動(dòng)形式”“語言測試”三者為最。本次研究反映出“外語學(xué)習(xí)焦慮”這一情感因素廣泛存在于高職高專學(xué)生群體中,并且正在影響著高職高專學(xué)生的外語學(xué)習(xí)。而引起外語學(xué)習(xí)焦慮的原因雖多種多樣,但有許多原因最終指向教師這一關(guān)鍵因素:教師如何培養(yǎng)學(xué)生學(xué)習(xí)興趣、如何改善教學(xué)方式、如何提高與學(xué)生的溝通能力、如何對(duì)學(xué)生進(jìn)行有效激勵(lì)、如何增進(jìn)教師的業(yè)務(wù)素質(zhì)和個(gè)人魅力、如何因材施教等,因此筆者在論文的最后一章就以上問題專門提出建設(shè)性意見,意在通過老師努力營造低焦慮、高實(shí)效、輕松、和諧的學(xué)習(xí)環(huán)境來幫助學(xué)生有效克服外語學(xué)習(xí)焦慮,從而有效地改善學(xué)生的學(xué)習(xí)效果,提升學(xué)生的英語綜合能力。
[Abstract]:Since the five twentieth Century and the development of humanistic psychology represented by Maslow and Rodgers in twentieth Century, foreign language education researchers and foreign language teachers have been concerned about the role of emotional factors in foreign language learning. In all emotional factors, foreign language learning anxiety may be one of the biggest affective barriers in foreign language learning. Learning anxiety not only affects the students' efficiency in foreign language learning, but also affects the students' performance in the examination room, even seriously combating the students' confidence in foreign language learning, so that students are afraid of foreign language learning as a fearing tiger. Therefore, many scholars at home and abroad pay more and more attention to the study of the emotional factors of foreign language learning anxiety. The study of language learning anxiety was early in the 1970s. The representative figures were Horwitz, Scovel, Gardner, MacIntyre, Kleinmann, Young, etc. In the late twentieth Century, it began in the late twentieth Century. In the last decade, the research mainly focused on the foreign language classroom anxiety of college students. However, the study on foreign language learning anxiety of higher vocational college students was less. In the past ten years, the higher vocational colleges have developed rapidly in all areas of China. The positioning of colleges and universities is an applied advanced technical specialist to meet the needs of the industry and the development of enterprises and institutions. Higher vocational and technical college students shoulder the responsibility of economic construction. Most industries and enterprises require that the workers have a certain foreign language ability. Some industry enterprises even require that the workers have strong English listening and speaking. But the actual situation is that most higher vocational students have a low English level, a weak base, a weak foreign language learning ability. The contrast between the ideal and the realistic demand causes many higher vocational and technical students to bear a great pressure on foreign language learning, and they feel anxious about it. This foreign language learning anxiety has in turn affected him. The learning enthusiasm of the students is getting worse and worse, the confidence of their learning is getting lower and the effect of learning is becoming less and less obvious. However, for a long time, the attention of the society to the students of higher vocational colleges is far less than that of the undergraduates, which leads to the study of the foreign language learning anxiety of the higher vocational and technical students. Therefore, I think it is necessary to study the English learning anxiety of higher vocational college students, to provide theoretical support for solving the difficulties of English learning in higher vocational colleges, and to provide some teaching suggestions for the teachers engaged in foreign language teaching in higher vocational colleges. On the basis of a large number of articles, related achievements and theoretical studies of anxiety research, the foreign language learning anxiety of 323 higher vocational students in our hospital was empirically studied by the combination of quantitative and qualitative research. The quantitative study of foreign language classroom anxiety scale The Foreign Language Clas with high reliability and validity was used. Sroom Anxiety Scale (FLCAS) Horwitz and so on (1986) investigated the students' anxiety of foreign language learning and analyzed the data used by SPSS18.0 statistics. At the same time, a random sampling was adopted to select 60 students of different sexes, different birthplaces, different majors, and students with different college entrance examinations. It is found that the anxiety of foreign language learning is common among the higher vocational students; the anxiety of the girls is higher than that of the boys, the anxiety of the urban students is higher than that of the rural and urban students, the degree of anxiety of the non English majors is higher than that of the English majors, and the college entrance examination English is higher than that of the English majors. The students with low scores were more anxious than the students with high English proficiency in the college entrance examination; and the English performance was negatively correlated with the students' foreign language learning anxiety. Through personal interview, it was found that in the training of the five skills of listening, speaking, reading, reading, writing and translating, the skills of interpretation (that is, speaking skills) are the most likely to cause foreign language learning anxiety and cause the students' foreign language learning. There are six main reasons for the anxiety. Among them, "communication between teachers and learners", "classroom activity form" and "language test" are the three most important factors. This study reflects that the emotional factors of "foreign language learning anxiety" are widely existed in higher vocational college students, and are affecting the foreign language of Higher Vocational and technical college students. There are many reasons for foreign language learning anxiety, but there are many reasons for the key factors of teachers: how teachers cultivate students' interest in learning, how to improve teaching methods, how to improve their communication ability with students, how to motivate students effectively, and how to improve the professional quality and personal charm of Teachers, such as In order to teach students in accordance with their aptitude, the author puts forward constructive suggestions on the above questions in the last chapter of the paper. It is intended to help students to effectively overcome the anxiety of foreign language learning through the efforts of the teachers to create a low anxiety, high effect, easy and harmonious learning environment, so as to effectively improve the students' learning effect and improve their English comprehensive ability.
【學(xué)位授予單位】：閩南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H319.3

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