互动原则指导下合作学习对减轻高中生英语阅读焦虑效果的研究

摘要

英语阅读是整个中国高中外语教育的核心内容，也是培养学生阅读能力以及语言能力的主要渠道。然而在阅读教学过程中，多种因素造成英语阅读教学的效果实际上令人不甚满意。其中，阅读中产生的焦虑作为一个重要的情感因素，对阅读效果产生至关重要的影响。在现有语言学和语言教学研究的基础上，本文尝试运用互动原则指导下的合作学习来对阅读过程中如何消除英语阅读焦虑的负面影响展开探讨。在阅读过程中采取互动原则指导下的合作学习贯穿其教学过程可以显著的降低高中生英语阅读焦虑，最终能有效的提高学生的阅读效果和阅读能力。因此，本文以FLRAS作为主要的研究工具，试图探索合作学习在互动原则指导下减轻高中生英语阅读焦虑的效果，调查高中生的阅读能力是否随着英语阅读焦虑的减轻而有效地提高，最后说明互动原则是如何促进合作阅读教学的。
　　 该实验历时一个学期，本文以浙江嘉兴某所高中的两个平行班作为研究对象。其中，控制班采用相对传统的阅读教学方式，而实验班采用互动原则指导合作学习的教学模式。在整个实验过程中，两个班的阅读教学任务和教学时间均相同。
　　 通过一个学期的实证研究，笔者得出以下结论:1）合作学习可以有效地减轻高中生的英语阅读焦虑;2）随着英语阅读焦虑的降低，高中生的阅读能力能够有效的提高，并且两者呈负相关关系;3）互动原则通过指导合作学习从四个方面的减轻英语阅读焦虑来帮助促进合作阅读，即一般的阅读理解焦虑，陌生的文化焦虑，不熟悉的脚本和写作焦虑，还有情绪忧虑。

目录

声明

Acknowledgements

摘要

Abstract

Contents

Chapter one Introduction

1．1 Research Background

1．1．1 The Requirements of the Senior English Curriculum Standard

1．1．2 Current Situation of English Reading Instruction at Chinese High School

1．2 Purpose of the Research

1．3 Significance of the Research

1．4 Layout of the Thesis

Chapter Two Literature Review

2．1 English Reading and Foreign Language Learning Anxiety

2．1．1 English Reading

2．1．2 Foreign Language Learning Anxiety

2．1．3 Related Researches on English Reading Anxiety at Home and Abroad

2．2 Interactive Language Teaching

2．2．1 Understanding of the Interactive Language Teaching

2．2．2 Interaction Patterns in English Reading Classes

2．3 Cooperative Learning-a Way to Implement Interaction Patterns in English Reading Classes

2．3．1 Definition of Cooperative Learning

2．3．2 Theoretical Bases of Cooperative Learning

2．3．3 Interactive Principles in Cooperative Reading Classes

2．3．4 Related Studies on Application of Cooperative Learning to Alleviating Language Anxiety

Chapter Three Methodology

3．1 Research Questions

3．2 Participants

3．3 Instruments

3．3．1 Questionnaire

3．3．2 Tests

3．3．3 Interview

3．4 Procedures

3．4．1 Pre-Tests

3．4．2 Implementation of the Experiment

3．4．3 Post-Tests

3．5 Data Collection and Analysis

Chapter Four Results and Discussions

4．1 Results and Discussions of Research Question One

4．1．1 A Comparison Analysis of English Reading Anxieties between EC and CC before and after the Experiment

4．1．2 A Comparison Analysis of Three Different English Reading Anxiety Groups before and after the Experiment for EC and CC

4．2 Results and Discussions of Research Question Two

4．2．1 A comparison Analysis of the English Reading Scores between EC and CC before and after the Experiment

4．2．2 The Correlation Analysis between Reading Achievement and English Reading Anxiety

4．3 Results and Discussions of Research Question Three

Chapter Five Conclusion

5．1 Major Research Findings

5．2 Implications

5．3 Limitations

5．4 Further Suggestions

References

Appendices

Appendix Ⅰ Foreign Language Reading Anxiety Scale

Appendix Ⅱ 外语阅读焦虑量表