本文選題：英語口語焦慮 + 英語專業(yè)研究生�。� 參考：《山東師范大學》2017年碩士論文

【摘要】：隨著全球經(jīng)濟的不斷發(fā)展,英語口語在中國當前的經(jīng)濟建設(shè)、對外交流合作及文化教育中有著舉足輕重的地位。然而外語焦慮,作為影響外語學習最重要的情感因素之一,始終困擾著廣大中國英語學習者,成為中國人學習英語的最大瓶頸。自從1986年Horwitz等人提出“外語焦慮”的概念以來,國內(nèi)外研究者就從不同主題出發(fā),對外語焦慮做了大量相關(guān)研究,其中包括:外語焦慮的整體狀況、外語焦慮的主要來源,緩解焦慮的措施以及外語焦慮與外語成績之間的關(guān)系等等。然而,針對英語專業(yè)研究生群體的外語口語焦慮研究卻并不多見,在研究方法上,大量的外語焦慮研究都是從傳統(tǒng)的簡化論視角出發(fā),忽略了口語焦慮的非線性動態(tài)特征�；谝陨媳尘�,本文將以動態(tài)系統(tǒng)理論為基礎(chǔ),采用定量與定性相結(jié)合的研究方法,專門針對英語專業(yè)研究生的英語口語焦慮問題進行系統(tǒng)研究,重點探討口語焦慮的動態(tài)變化及原因。本研究旨在回答以下幾個問題:(1)作為英語專業(yè)研究生,是否存在一定程度的口語焦慮現(xiàn)象?(2)英語口語焦慮與口語水平之間有什么樣的關(guān)系?(3)英語專業(yè)研究生的口語焦慮會隨時間不斷變化嗎?(4)英語口語焦慮水平動態(tài)變化的可能因素是什么?本研究的受試對象為山東師范大學102名英語專業(yè)一年級研究生。本研究采用了Horwitz等人研制的外語課堂焦慮量表(FLCAS)來測量受試者的外語焦慮水平,并采用英語專業(yè)四級口語測試評分標準以及口語試題來測試學生的口語水平。為了更好地探究英語專業(yè)研究生群體的口語焦慮現(xiàn)象,本研究選取了12名受試者進行訪談。研究結(jié)果表明,(1)英語專業(yè)研究生在英語學習過程中,一定程度上依然普遍存在口語焦慮現(xiàn)象。并且,大部分英語專業(yè)研究生都屬于中等焦慮水平和低度口語焦慮水平,有少數(shù)英語專業(yè)研究生存在高度口語焦慮水平。(2)英語專業(yè)研究生的英語口語焦慮水平和英語口語成績之間存在顯著負相關(guān)的關(guān)系。(3)通過問卷調(diào)查與口語測試發(fā)現(xiàn),英語專業(yè)研究生的口語焦慮水平會隨著時間呈現(xiàn)動態(tài)變化�？谡Z焦慮水平會在開始階段呈現(xiàn)明顯下降趨勢,在后期階段逐漸呈平穩(wěn)狀態(tài)。根據(jù)問卷調(diào)查與訪談結(jié)果,導致英語專業(yè)研究生口語焦慮明顯下降的原因可能有:(1)在經(jīng)歷研究生期間的學習之后,學生的英語學習水平有所提高,導致口語焦慮下降;(2)學生已經(jīng)逐漸適應(yīng)了研究生階段的學習節(jié)奏并養(yǎng)成了恰當?shù)膶W習習慣,導致口語焦慮有所下降;(3)學生對自己的表現(xiàn)有了更多的信心促使焦慮水平下降;(4)來自教師與他人的鼓勵使學生的焦慮水平下降。另一方面,導致英語專業(yè)研究生口語焦慮不再繼續(xù)下降反而趨于平穩(wěn)狀態(tài)的原因可能有:(1)雖然研究生的英語水平有所提高,但較與研究生一年級時,二年級的英語專業(yè)研究生會花費更多的時間在學術(shù)研究與論文寫作上,練習英語口語的時間和機會都會減少;(2)根據(jù)動態(tài)系統(tǒng)理論,在英語學習過程中,學習者總會遇到一個排斥狀態(tài),導致英語水平很難提高,總會趨于相對穩(wěn)定的狀態(tài),即所謂的石化現(xiàn)象。本文最后對研究進行了總結(jié),并提出了一些在教學以及學習上的建議。對于教學而言,建議老師在課堂上優(yōu)化提問方式,提供一個輕松舒適的學習環(huán)境,提供更多的機會讓學生們練習英語口語,另外教師應(yīng)確保課堂的可理解性輸入和正確得體的語言輸出,以降低學生的口語焦慮。對于學生而言,應(yīng)該提高自信心,適當加強英語口語練習,正確對待來自別人的評價來降低焦慮。
[Abstract]:With the continuous development of the global economy, oral English plays an important role in the current economic construction, foreign exchange and cooperation and cultural education in China. However, as one of the most important affective factors affecting foreign language learning, foreign language anxiety has always plagued the Chinese English learners and become the biggest bottle for Chinese to learn English. Since Horwitz and others put forward the concept of "foreign language anxiety" in 1986, researchers at home and abroad have done a lot of related studies on foreign language anxiety from different topics, including the overall situation of foreign language anxiety, the main source of foreign language anxiety, measures to alleviate anxiety and the relationship between foreign language anxiety and foreign language performance and so on. However, the study of English spoken English anxiety for the English Major Postgraduate groups is not very common. In the study method, a large number of foreign language anxiety studies are based on the traditional simplification, ignoring the nonlinear dynamic characteristics of oral anxiety. Based on the above background, this paper will take the dynamic system theory as the basis and adopt the quantitative and qualitative phases. This study aims to study the problems of Oral Anxiety in English majors and focus on the dynamic changes and causes of oral anxiety. The purpose of this study is to answer the following questions: (1) as a graduate student in English major, is there a certain degree of Oral Anxiety in a certain range? (2) oral English anxiety and oral English What is the relationship between the levels? (3) is the Oral Anxiety of English majors changing with time? (4) what are the possible factors for the dynamic changes in the level of oral English anxiety? The subjects of this study were 102 graduate students in the first grade of English Majors at Shandong Normal University. This study adopted foreign language classes developed by Horwitz et al. The Anxiety Scale (FLCAS) was used to measure the level of foreign language anxiety of the subjects, and the students' oral proficiency was tested by the four level spoken English test score standard and the oral English test. In order to better explore the Oral Anxiety of the English Major Postgraduate groups, 12 subjects were interviewed in this study. The results showed that (1) In the course of English learning, English majors still have the phenomenon of oral anxiety to some extent. And most of the English major graduate students belong to the level of moderate anxiety and low oral anxiety. There are a few English Major Postgraduates with high oral anxiety level. (2) the level of oral English anxiety of English major graduate students. There is a significant negative correlation with English oral performance. (3) through questionnaire survey and oral test, it is found that the level of Oral Anxiety of English major graduate students will change with time. The level of oral anxiety will show a significant downward trend in the beginning stage, and the level of oral anxiety will gradually decline in the later stage. The results may lead to the obvious decline in Oral Anxiety of English Major Postgraduates: (1) after the period of postgraduate study, the students' English learning level has been improved, resulting in a decline in oral anxiety, and (2) students have gradually adapted to the study rhythm of the postgraduate stage and developed appropriate learning habits, leading to colloquial focus. There was a decline in concern; (3) students had more confidence in their performance and reduced the level of anxiety; (4) the encouragement from teachers and others reduced the level of students' anxiety. On the other hand, the reason that the Oral Anxiety of English majors no longer continued to decline is likely to have a steady state of reasons: (1) although the English level of postgraduate students is in the postgraduate level In the first year of the graduate student, the two grade English majors spend more time in academic research and paper writing, and the time and opportunity of practicing oral English will be reduced. (2) according to the dynamic system theory, in the process of English learning, the learners will always encounter a state of exclusion, leading to the English level. It is difficult to improve, and always tends to a relatively stable state, that is, the so-called petrifaction. At the end of this paper, the paper summarizes the research and puts forward some suggestions on teaching and learning. For teaching, it is suggested that teachers should optimize the way of questioning in class, provide a relaxed and comfortable learning environment, and provide more opportunities for students to practice. In oral English, teachers should ensure the comprehensible input of the class and correct appropriate language output in order to reduce students' oral anxiety. For students, they should improve their self-confidence, properly strengthen oral English practice, and correct the evaluation from others to reduce anxiety.
【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H319.3

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