焦虑与外语课堂教学

论文摘要

本研究运用外语课堂焦虑量表（FLCAS），采取问卷调查、访谈等形式对南京工业大学两百名非英语专业大二学生进行外语课堂焦虑的调查研究，参照这些同学的CET-4成绩，数据分析的结果证实：大学英语课堂中焦虑普遍存在；外语课堂焦虑与学习者成绩呈负相关，外语焦虑水平低的学生成绩相对更好，焦虑水平高的学生成绩则较低。根据焦虑特征，外语课堂焦虑可分为五类：交际畏惧、考试焦虑、负面评价焦虑、犯错焦虑、理解焦虑．从统计结果看，在外语课堂焦虑中，交际畏惧的程度和数量均最为显著，惧怕负面评价也是引起课堂焦虑的重要因素。大学英语四级考试成绩与大学生的学位、就业密切相关，考试焦虑也是引发学生外语焦虑的重要因素。本研究从教学活动入手，并从基于图式理论的教学法、教师作用、学生做法三个视角，阐述大学英语课堂教学中减轻学生外语焦虑，提高英语学习效率的方法与途径。

论文目录

• 摘要
• ABSTRACT
• 前言
• CHAPTER ONE INTRODUCTION
• 1.1 PURPOSE OF THE STUDY
• 1.2 SIGNIFICANCE OF THE STUDY
• 1.3 STRUCTURE OF THE STUDY
• CHAPTER TWO LITERATURE REVIEW
• 2.1. DEFINITION OF ANXIETY
• 2.2 THEORY OF ANXIETY——INTERPRETED PSYCHOLOGICALLY
• 2.2.1. Freud's Evolving Theory of Anxiety
• 2.2.2 Mowrer: Anxiety and Learning Theory
• 2.2.3 Adler: Anxiety, Inferiority Feelings and Social Interest
• 2.2.4 Jung: Anxiety and the Threat of the Irrational
• 2.2.5 Horney: Anxiety and Conflicting Personal Trends
• 2.2.6 Sullivan: Anxiety as Apprehension of Disapproval in Interpersonal Relations
• 2.3 LANGUAGE ANXIETY OR FOREIGN LANGUAGE ANXIETY
• 2.3.1 Communication Apprehension
• 2.3.2 Test Anxiety
• 2.3.3 Fear of Negative Evaluation
• 2.4 FOREIGN LANGUAGE CLASSROOM ANXIETY SCALE
• 2.5 FOREIGN LANGUAGE READING ANXIETY
• 2.6 SCHEMA THEORY AND INPUT （IN THE SENSE OF LANGUAGE EDUCATION）
• 2.6.1 Notion of a Schema
• 2.6.2 Classification of Schemata
• 2.6.3 Schema and Reading
• 2.7 METHODS OF DEALING WITH ANXIETY
• 2.7.1 Methods of Dealing with Anxiety from May
• 2.7.2 Exploring the Teacher's Role.
• CHAPTER THREE METHODOLOGY
• 3.1 RESEARCH DESIGN
• 3.2 HYPOTHESES
• 3.3 PARTICIPANTS
• 3.4 INSTRUMENTS
• 3.4.1 Questionnaire
• 3.4.2 FL Achievement Measurement
• 3.4.3 SPSS V13.0
• 3.5 THE PROCEDURE
• 3.6 DATA COLLECTION AND ANALYSIS
• 3.6.1 KMO and Bartlett's Test
• 3.6.2 Correlation between English Achievements and FL Anxiety
• 3.6.3 Five Categories of FL classroom Anxiety
• 3.6.4 Facilitating Anxiety and Debilitating Anxiety
• Facilitating Anxiety
• Debilitating Anxiety
• CHAPTER FOUR SUMMARY AND IMPLICATIONS
• 4.1 PEDAGOGICAL METHOD——SCHEMA THEORY-BASED TEACHING METHOD
• 4.1.1 Schema Activation
• 4.1.2 Schema Construction
• 4.2 EXPLORING THE TEACHER'S ROLE
• 4. 2.1 Teachers' Question-asking and Anxiety Control
• 4.2.2 The Role of the Teacher as Group Leader
• 4.3 LEARNING IMPLICATIONS
• 4.3.1 Recognize Anxiety and Confide it with Classmates
• 4.3.2 Make Proper Expectations
• 4.3.3 Adjust Learning Strategies
• 4.3.4 Be Self-confident and Active
• CHAPTER FIVE CONCLUSION
• 5.1 CONCLUDING REMARKS
• 5.2 LIMITATION OF THE STUDY
• 5.3 SUGGESTIONS FOR FURTHER RESEARCH
• BIBLIOGRAPHY
• APPENDIXES
• APPENDIX Ⅰ FOREIGN LANGUAGE CLASSROOM ANXIETY SCALE
• APPENDIX Ⅱ OTHER CHARTS OF PRINCIPLE COMPONENTS ANALYSIS
• APPENDIX Ⅲ PAPERS PUBLISHED