高一学生英语学习焦虑调查研究——以湖南江华县高一学生为例

摘要

自二十世纪七十年代以来，外语学习中的焦虑情况引起了很多国内外学者的注意。英语学习的研究重点已经从教师转到学习者身上。在所有的情感因素中，语言焦虑被认为是外语学习中最普遍的障碍。
　　但是，在国内，高中生的情感方面在英语学习上的影响还没有引起充分的重视，关于高中生的英语学习情感的研究还不是很好。为清楚地了解高一学生英语学习焦虑情况，该研究对湖南江华县四所高中一年级八个班共480个学生进行了研究。该研究主要针对以下几个问题:(1)高一学生的整体焦虑情况;(2)英语学习焦虑和学习成绩的相关性;(3)男女生学习焦虑的异同;(4)引起焦虑的原因。
　　这篇文章的调查问卷采用了Horwitz(1986)设计的英语课堂焦虑量表，通过深刻对外语学习焦虑概念、因素的分析，再根据本文要求，调整了问卷。问卷包括几个维度:交际焦虑;考试焦虑;害怕负面评价;对英语课的厌倦程度;担心在英语课上学习不成功。
　　SPSS17.0作为本文数据统计的软件，对数据进行分析，研究表明:(1)高一学生确实存在一定程度上的英语学习焦虑;(2)学生学习英语的焦虑与成绩呈负相关;(3)英语学习焦虑存在性别差异，并且男同学的焦虑在五个维度上都略高于女同学;(4)英语学习焦虑产生的原因主要有缺少自信，缺乏文化知识，害怕课堂提问等。
　　基于本次研究，本文作者提出了一些帮助学生减少焦虑的措施，以期有效地提高高中英语的教学质量。

目录

摘要

Abstract

Contents

List of Tables

Abbreviations

Chapter 1 Introduction

1．1 Research Background

1．2 Purpose of the Present Study

1．3 Significance of the Present Study

1．4 Structure of the Thesis

Chapter 2 Literature Review

2．1 Theoretical Foundation for English Learning Anxiety

2．1．1 The Affective Filter Hypothesis

2．1．2 Humanistic Learning Theory

2．2 Understanding Anxiety

2．2．1 Definitions of Anxiety

2．2．2 Classifications of Anxiety

2．3 Definitions and Components of Foreign Language Learning Anxiety

2．3．1 Definitions of Foreign Language Learning Anxiety

2．3．2 Three Components of Foreign Language Learning Anxiety

2．4 Researches on English Learning Anxiety Abroad and at Home

2．4．1 Studies on English Learning Language Anxiety Abroad

2．4．2 Studies on English Learning Anxiety in China

2．5 Framework on Which This Study Is Based

Chapter 3 Methodology

3．1 Research Questions

3．2 Research Design

3．2．1 Subjects

3．2．2 Instruments

3．2．3 Data Collection

3．2．4 Data Analysis

Chapter 4 Results，Findings and Analysis

4．1 Characteristics of ELA among Grade One Students in the Senior High School

4．2 Students’ Anxiety of the Five Factors

4．2．1 Results of Students’ Communication Apprehension

4．2．2 Results of Students’ Test Anxiety

4．2．3 Results of Fear of Negative Evaluation

4．2．4 Results of Negative Attitude toward English Class

4．2．5 Results of Students’ Fear of Failing English class

4．3 Correlation Analysis between ELA and Students’ English Achievement

4．3．1 Communication Apprehension and English Achievement

4．3．2 Test Anxiety and English Achievement

4．3．3 Fear of Negative Evaluation and English Achievement

4．3．4 Negative Attitude toward English Class and English Achievement

4．3．5 Fear of Failing English Class and English Achievement

4．4 Analysis of English Learning Anxiety of Different Genders

4．5 Main Causes of Students’ English Classroom Anxiety

Chapter 5 Implications

5．1 Major Findings

5．2 Implications

5．2．1 Helping Students Raise Their Self-confidence

5．2．2 Creating a Lively and Relaxing Learning Atmosphere

5．2．3 Adopting Cooperative Learning

5．2．4 Improving Students’ English Cultural Knowledge

5．2．5 Modifying the Way of Error Correction

5．2．6 Helping Students with Language Learning Strategies

Chapter 6 Conclusions

6．1 Summary of the Present Study

6．2．Limitations of the Present Study

6．3 Suggestions for Further Studies

Appendixes 高中生英语学习焦虑情况调查问卷

Bibliography

Publications During the Postgraduate Program

Acknowledgements

声明