發(fā)布時間：2018-03-24 04:21

  本文選題：初中生　切入點：英語學習　出處：《魯東大學》2017年碩士論文

【摘要】：在語言教學中,認知和情感是不可分離的兩個方面。人本主義心理學興起以后,中學英語教學重知輕情的局面發(fā)生變化,英語教學中的情感因素開始受到國內(nèi)外研究者的關注。外語學習焦慮作為一種消極情感因素,降低了學習者的學習效率,影響語言儲存和輸出的效果。以往關于外語學習焦慮的研究大多以留學生、非英語專業(yè)的大學生或成人為研究對象,對于初中生英語學習焦慮的研究少之又少。因此,關于初中生的英語學習焦慮研究就更加具有深刻的意義。本文以教育學、心理學中有關焦慮的理論和相關語言學習理論為依據(jù),旨在研究經(jīng)歷了一定時間的英語學習之后,初中生在英語學習過程中的焦慮問題并提出相應的策略。本文將回答以下幾方面的問題:(1)初中生在英語學習過程中焦慮的現(xiàn)狀如何?(2)初中生英語學習中焦慮的各維度在學習成績和性別方面是否存在差異?(3)造成初中生在學習中焦慮的原因有哪些?本論文選取了來自煙臺外國語實驗學校初中英語八年級的200名學生作為調查問卷的研究對象。調查問卷由Horwitz的外語課堂焦慮量表改編而成,用于了解初中生英語學習焦慮現(xiàn)狀并探索焦慮各維度在成績和性別上的差異性及原因。調查問卷的數(shù)據(jù)通過輸入SPSS16.0進行分析。此外,為了得到更加完整具體的數(shù)據(jù)并彌補調查問卷的不足,作者進行了課堂觀察。課堂觀察的對象為所觀察的十個班級的十名英語老師及其學生。根據(jù)《余杭高級中學課堂觀摩框架》改編的課堂觀察量表用于記錄觀察結果并探索初中生英語學習焦慮現(xiàn)狀和原因。研究結果顯示:1)大多數(shù)初中生有著中等學習焦慮,有很少的學生具有高度焦慮和低度焦慮,其中考試焦慮程度最高;2)焦慮各維度在成績上的差異性上,學生的英語成績和學習焦慮呈負相關。焦慮各維度在性別的差異性上,在交際維度方面,女生交際焦慮高于男生。在負評價恐懼維度上,男生更容易產(chǎn)生沮喪心理。在考試焦慮方面,男生女生差別不大;3)初中生產(chǎn)生英語學習焦慮的原因主要涉及到三個方面,學校因素,教師因素和學生因素。根據(jù)以上研究結果,筆者提出了一些減輕初中生英語學習焦慮的建議。
[Abstract]:In language teaching, cognition and emotion are two inseparable aspects. As a negative affective factor, foreign language learning anxiety (EFL), as a negative affective factor, has reduced learners' learning efficiency. Most of the previous studies on foreign language learning anxiety have focused on foreign students, non-English majors or adults, but there are few studies on junior high school students' English learning anxiety. The research on English learning anxiety of junior high school students is of great significance. Based on the theories of anxiety and related language learning in pedagogy and psychology, this paper aims to study English learning after a certain period of time. This paper will answer the following questions: (1) what is the current situation of anxiety in the process of English learning of junior high school students? (2) are there any differences between the dimensions of anxiety in English learning among junior high school students in terms of academic achievement and gender? What are the causes of anxiety in junior high school students? In this thesis, 200 students from the eighth grade of junior middle school in Yantai Foreign language Experimental School were selected as the subjects of the questionnaire. The questionnaire was adapted from Horwitz's Foreign language classroom anxiety scale. In order to understand the present situation of English learning anxiety of junior high school students and to explore the differences and causes of scores and gender in different dimensions of anxiety, the data of the questionnaire were analyzed by input of SPSS16.0. In order to obtain more complete and specific data and to fill the gaps in the questionnaire, The author makes classroom observation. The objects of classroom observation are ten English teachers and their students in the ten classes observed. The classroom observation scale adapted from the Framework of classroom observation in Yuhang High School is used to record the observation conclusion. The present situation and causes of English learning anxiety of junior high school students are investigated. The results show that most junior high school students have secondary learning anxiety. There are few students with high anxiety and low anxiety, among which the test anxiety is the highest (2) the difference of scores in each dimension of anxiety, the negative correlation between students' English achievement and learning anxiety, and the difference of gender in each dimension of anxiety. In the communication dimension, the communicative anxiety of girls is higher than that of boys. In the dimension of negative evaluation fear, boys are more likely to develop depression. There is no significant difference between boys and girls. (3) the causes of English learning anxiety among junior high school students are mainly related to three aspects: school factor, teacher factor and student factor. The author puts forward some suggestions to alleviate English learning anxiety of junior high school students.
【學位授予單位】：魯東大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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