發(fā)布時(shí)間：2024-06-28 21:41

　　語(yǔ)言學(xué)習(xí)是一個(gè)復(fù)雜的過(guò)程,在聽(tīng),說(shuō),讀,寫(xiě),譯這五項(xiàng)技能中,聽(tīng)力站之首位。近些年來(lái),眾多研究者對(duì)聽(tīng)力的研究與日俱增,許多國(guó)內(nèi)外學(xué)者也分別從不同的角度對(duì)聽(tīng)力進(jìn)行了大量的研究,其中,學(xué)習(xí)者情感因素方面對(duì)聽(tīng)力的影響也備受關(guān)注,對(duì)大學(xué)生聽(tīng)力焦慮與聽(tīng)力策略的相關(guān)研究甚多并取得了一定的成就,而中學(xué)生的聽(tīng)力焦慮現(xiàn)象卻鮮有人關(guān)注。本文以某重點(diǎn)中學(xué)高二學(xué)生作為研究對(duì)象,采用定量和定性的研究方法對(duì)他們的英語(yǔ)聽(tīng)力焦慮狀況,以及聽(tīng)力策略與聽(tīng)力焦慮之間相關(guān)性的系統(tǒng)研究。本研究采用了訪談法和問(wèn)卷調(diào)查法,對(duì)河北省石家莊市某重點(diǎn)中學(xué)的59名高中學(xué)生進(jìn)行了調(diào)查,隨后收集整理了相關(guān)的數(shù)據(jù)并運(yùn)用社會(huì)科學(xué)統(tǒng)計(jì)軟件SPSS 19.0進(jìn)行了描述性分析,相關(guān)系數(shù)統(tǒng)計(jì)分析,配對(duì)樣本T檢驗(yàn)分析和獨(dú)立樣本T檢驗(yàn)分析。研究前測(cè)定了受試者的背景信息及其聽(tīng)力焦慮值和聽(tīng)力策略使用頻率的相互關(guān)系。在此基礎(chǔ)上,本研究將受試者分為實(shí)驗(yàn)組和控制組,并對(duì)實(shí)驗(yàn)組進(jìn)行了為期約五周的聽(tīng)力策略培訓(xùn)。策略培訓(xùn)后,本研究再次運(yùn)用相同的問(wèn)卷測(cè)定了受試者的聽(tīng)力焦慮值和聽(tīng)力策略的使用頻率。根據(jù)培訓(xùn)后再次收集的數(shù)據(jù),作者使用獨(dú)立樣本T檢驗(yàn)和配對(duì)樣本T檢驗(yàn)的分析方法,進(jìn)一步確...

【文章頁(yè)數(shù)】：65 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
List of abbreviations
Abstract
摘要
Chapter Ⅰ Introduction
    1.1 Background of the study
    1.2 Significance of the study
    1.3 Framework of the thesis
Chapter Ⅱ Literature Review
    2.1 Anxiety and Foreign Language Learning Anxiety
        2.1.1 Definition of Anxiety
        2.1.2 Definition of Foreign Language Learning Anxiety
        2.1.3 Classification of Foreign Language Learning Anxiety
        2.1.4 Measurement of Foreign Language Learning Anxiety
    2.2 Listening Comprehension, Listening Anxiety and Listening Strategy
        2.2.1 Listening Comprehension
        2.2.2 Listening Anxiety
        2.2.3 Listening Strategy
    2.3 Studies on the relationship between foreign language listening anxiety and listening strategy
        2.3.1 Foreign research status
        2.3.2 Domestic research status
        2.3.3 Summary
Chapter Ⅲ Research Design
    3.1 Research questions
    3.2 Subjects
    3.3 Instruments
        3.3.1 Background Information Questionnaire(BIQ)
        3.3.2 English Listening Anxiety Scale (ELAS)
        3.3.3 English Listening Learning Strategies Scale (ELLSS)
        3.3.4 Interview
    3.4 Procedure
        3.4.1 The experiment procedure
        3.4.2 Listening strategy training procedure
        3.4.3 Data collection procedure
    3.5 A sample lesson plan
Chapter Ⅳ Analysis and Discussion
    4.1 Analysis of subjects’ background information
    4.2 Analysis of subjects’ English listening anxiety
        4.2.1 Distribution of the subjects' English listening anxiety scale scores
        4.2.2 Differences among three groups of listening anxiety scores
    4.3 Analysis of subjects’ use of listening strategies
        4.3.1 The frequency of using listening strategies
        4.3.2 Listening strategy score of each item in ELSQ
    4.4 Analysis of the correlation between listening anxiety and use of listening strategies
        4.4.1 Correlation between listening anxiety and use of listening strategies
        4.4.2 Individual items of listening strategy significantly correlated with listening anxiety
    4.5 Summary
Chapter Ⅴ Conclusion
    5.1 Major findings of the present study
    5.2 Significances of the study
        5.2.1 Theoretical significance
        5.2.2 Pedagogical significance
    5.3 Limitations of the study
    5.4 Suggestions for future studies
Bibliography
Appendices
    Appendix Ⅰ Background Information Questionnaire (BIQ)
    Appendix Ⅱ English Listening Anxiety Scale (ELAS)
    Appendix Ⅲ English Listening Learning Strategies Scale
    Appendix Ⅳ Interview Outline
Acknowledgements
攻讀學(xué)位期間取得的科研成果（部分）



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