非英语专业本科生英语学习动机与英语学习焦虑的相关性研究

论文摘要

在过去的几十年里,英语教学研究的重点从研究教师如何教转向学习者如何学,其中一个重要的研究课题是关于造成学习结果差异的学习者个体因素的研究。在这一背景下,人们开始关注情感因素对英语学习的影响。学习动机和学习焦虑是作为情感因素的两个最主要因素,研究者也分别对其进行了大量的研究,但是在国内外对于这两个因素的相关性的研究成果并不多。在这样的研究背景下,本文调查了广西师范大学非英语专业学生的英语学习动机和学习焦虑现状,并对这两种现状做了相关分析,旨在为大学英语教学提供一些可操作性的建议。本研究以问卷调查为手段,调查对象为广西师范大学154名非英语专业本科生。英语学习动机问卷是参考高一虹(2003)的动机类型调查问卷而制成的；英语学习焦虑问卷则是在Horwitz(1986)的外语课堂焦虑量表基础上进行修改而研制出的。本研究关注的三个问题为：1、非英语专业本科生英语学习动机的总体情况如何?2、非英语专业本科生英语学习焦虑的总体情况如何?3、非英语专业本科生英语学习动机与学习焦虑是否存在相关性?如果相关,如何相关?研究结果表明：1、广西师范大学非英语专业本科生的英语学习动机薄弱,且大多数学生缺乏内在兴趣动机,外在动机如成绩动机和证书动机较为强烈；2、总体来说,学生的英语学习焦虑处于较高的状态。其中,交际焦虑和考试焦虑最为明显,其次为害怕负评价焦虑和课堂焦虑；3、英语学习动机与英语学习焦虑呈显著负相关。根据调查结果,本文为提高学生英语学习内在动机,降低英语学习焦虑提出几点建议：1、教师和学生都应该了解学习动机和学习焦虑的内涵；2、教师应把目的语文化融入语言教学中,从而培养学生的内在兴趣动机,培养学生的内在兴趣动机有助于降低其学习焦虑；3、教师应采用新的评估系统来评价学生的学习表现,而学生自己也应正确评价自己的学习；4、教师应为学生创造和谐的学习氛围,这不仅会提高学生的英语情境动机,也有助于降低其课堂焦虑；5、学生应当形成正确的自我概念,这有利于降低其害怕负评价焦虑。

论文目录

中文摘要

Abstract

Abbreviations

List of Tables

Chapter 1 Introduction

1.1 Reasons for the Present Study

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 ELM and ELA

2.1.1 Humanistic Learning Theories for ELM

2.1.2 Krashen's Affective Filter Hypothesis for ELA

2.2 Defining and Classifying English Learning Motivation

2.2.1 Definitions of English Learning Motivation

2.2.2 Classifications of English Learning Motivation

2.2.2.1 Integrative and Instrumental Motivation

2.2.2.2 Intrinsic and Extrinsic Motivation

2.2.2.3 Gao Yihong's Classification of Motivation

2.3 Defining and Classifying English Learning Anxiety

2.3.1 Definitions of English Learning Anxiety

2.3.2 Classifications of English Learning Anxiety

2.3.2.1 Communication Apprehension

2.3.2.2 Test Anxiety

2.3.2.3 Fear of Negative Evaluation

2.4 Brief Reviews of Researches on the Correlation Between ELM and ELA

2.4.1 Relevant Studies of the Correlation Between ELM and ELA Abroad

2.4.2 Relevant Studies of the Correlation Between ELM and ELA in China

Chapter 3 Methodology

3.1 Subjects

3.2 Instruments

3.2.1 English Learning Motivation Questionnaire

3.2.2 English Learning Anxiety Questionnaire

3.3 Data

3.3.1 Data Collection

3.3.2 Data Analysis

Chapter 4 Results,Findings and Analysis

4.1 An Overall Description of English Learning Motivation of NMU

4.1.1 Students' Preferences in Terms of ELM Included in the Questionnaire

4.1.1.1 Descriptive Analysis of Students' Intrinsic Interest Motivation

4.1.1.2 Descriptive Analysis of Students' Immediate Achievement Motivation

4.1.1.3 Descriptive Analysis of Students' Learning Situation Motivation

4.1.1.4 Descriptive Analysis of Students' Individual Development Motivation

4.1.1.5 Descriptive Analysis of Students' Information Medium Motivation

4.1.1.6 Descriptive Analysis of Students' Social Responsibility Motivation

4.1.1.7 Descriptive Analysis of Students' Going Abroad Motivation

4.1.1.8 Descriptive Analysis of Students' Certificate Motivation

4.2 An Overall Description of English Learning Anxiety of NMU

4.2.1 Students' Preferences in the Terms of ELA Included in the Questionnaire

4.2.1.1 Descriptive Analysis of Students' Communication Apprehension

4.2.1.2 Descriptive Analysis of Students' Test Anxiety

4.2.1.3 Descriptive Analysis of Students' Fear of Negative Evaluation

4.2.1.4 Descriptive Analysis of Students' English Classroom Anxiety

4.3 Correlation Analysis Between Students' ELM and ELA

4.3.1 Correlation Analysis Between Communication Apprehension and ELM

4.3.2 Correlation Analysis Between Test Anxiety and ELM

4.3.3 Correlation Analysis Between Fear of Negative Evaluation and ELM

4.3.4 Correlation Analysis Between English Classroom Anxiety and ELM

Chapter 5 Conclusion

5.1 Summary of the Major Findings

5.2 Pedagogical Implications

5.2.1 Recognizing One's ELM and ELA

5.2.2 Cultivating Students' Intrinsic Interest Motivation by Integrating Culture into Language Teaching

5.2.3 Making Proper Learning Assessment

5.2.4 Providing a Harmonious Teaching and Learning Environment

5.2.5 Building a Positive Self-concept

5.3 Limitation of the Present Study

5.4 Suggestions for Future Study

Bibliography

Appendices

Appendix A

Appendix B

Publications During the Postgraduate Program

Acknowledgements

非英语专业本科生英语学习动机与英语学习焦虑的相关性研究

论文摘要

论文目录

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