大学英语口语课堂焦虑研究及对教学的启示

论文摘要

外语课堂上学生的焦虑是指在特定的外语教学环境所产生的紧张、担忧、恐惧等负面情绪,它是影响学生学习效果的重要因素。研究发现焦虑是影响学生学习效果的重要因素；在所有引起焦虑的外语课堂中,口语课引起的学生焦虑最为显著,从而使学生的口语学习受到很大的限制。大量研究表明外语焦虑会影响学习者目的语的输出。因此,如何降低学生的课堂焦虑、鼓励他们积极的参与到课堂活动以达到口语水平的提升是英语教育工作者急需解决的一项任务。本文以Krashen和Swain的理论为研究的基础,重点分析了英语课堂焦虑与口语成绩之间的关系。本项研究的目的是要把实证研究的结果与课堂实践有效地结合起来,使教师对学生课堂焦虑的表现以及产生的原因有更进一步的认识。同时,希望本次研究能够就焦虑给语言教师提供适合的,有效地教学建议。本研究以大学非英语专业学生为对象调查了他们在英语口语课堂上的焦虑量。西南大学62名学生参与了此次调查。这次调查的数据分别来自于调查问卷,外语课堂焦虑量表以及学生在期末口语考试上的成绩。数据分析发现,非英语专业大学生在英语课堂上确实存在某种程度的焦虑感；英语口语焦虑与口语成绩之间存在显著的负相关；课堂焦虑的成因主要来自于学生自身的内在因素和教师,教学过程等外部因素。作者还针对焦虑的成因提出了相对应的教学策略。本研究的重要性在于为语言焦虑对外语输出的重大影响这一理论提供又一实证依据。其次,通过对本研究的局限性的讨论为后续研究提出建议。

论文目录

• Acknowledgements
• Abstract
• 内容摘要
• Chapter One Introduction
• Chapter Two Literature Review
• 2.1 Theories in second language acquisition
• 2.2 Affective factors in FLL
• 2.2.1 Definition of affective factors
• 2.2.2 Affective Filter Hypothesis
• 2.2.3 The Output Hypothesis
• 2.3 Foreign language anxiety
• 2.3.1 Definition of FLA
• 2.3.2 Classification of FLA
• 2.3.2.1 Communication Apprehension, Test Anxiety and Fear of Negative Evaluation
• 2.3.2.2 Trait Anxiety, State Anxiety and Situation-specific Anxiety
• 2.3.2.3 Facilitating Anxiety and Debilitating Anxiety
• 2.3.3 Manifestation of FLA
• 2.3.4 Sources of FLA
• 2.3.5 Relationship between FLA and FLL
• 2.3.6 Scales for measuring FLA
• 2.4 FLA and students'oral speaking
• 2.4.1 Psychological explanation of anxiety of speaking
• 2.4.2 Studies on FLA and oral performance
• 2.4.2.1 Effects of FLA on foreign language speaking
• 2.4.2.2 Correlation of FLA and foreign language speaking
• 2.5 Countermeasures to FLA mentioned in previous literatures
• Chapter Three The Study
• 3.1 Purpose of the study
• 3.2 Rationale of the study
• 3.3 Hypotheses and research questions of the study
• 3.4 Methods
• 3.4.1 Subjects
• 3.4.2 Instruments
• 3.4.3 Data collection procedures
• 3.5 Summary
• Chapter Four Results and Discussions
• 4.1 Research results
• 4.1.1 Students' levels of FLA
• 4.1.2 Students' levels of FLA and Oral Achievements
• 4.2 Discussions
• 4.2.1 Sources of students' FLA
• 4.2.2 Implications of the present study on college oral English teaching
• 4.2.2.1 Helping students to recognize their anxiety
• 4.2.2.2 Making classroom atmosphere safe to communication
• 4.2.2.3 Helping students develop and adjust learning strategies
• Chapter Five Summary
• 5.1 Conclusion
• 5.2 Limitation of the present study
• 5.3 Suggestions for further research
• References
• Appendix 1 The Foreign Language Classroom Anxiety Scale （FLCAS）
• Appendix 2 外语课堂学习焦虑量表
• Appendix 3 FLCAS items with percentages of students selecting each alternative
• Appendix 4 FLA and its correlation with Oral Achievements
• Appendix 5 焦虑调查表