农村留守初中生外语学习焦虑的研究

论文摘要

二十世纪六十年代起,国内外很多的教育家及研究学者开始关注英语学习的情感变量,把语言学习焦虑作为重要的研究因素。Horwitz认为外语学习焦虑是外语课堂学习中,由独特的语言学习过程引起的自我感知、对外语学习的看法、外语学习的感受和学习行为等特殊的心理活动。国外丰硕的研究成果也极大地促使了中国研究学者对这一领域的深入研究和探讨,但是针对留守中学生这一特殊群体的英语学习焦虑的研究尚不多见。首先本文回顾了国内外焦虑研究和语言焦虑研究的现状,据此采用问卷测量及访谈相结合的方式,运用Horwitz设计的外语学习课堂焦虑量表(FLCAS)做调查问卷,对安徽大别山区上土市镇中学三个年级六个班的280名学生(其中120名为留守初中生)进行焦虑状况的调查分析,并结合访谈和课堂观察的方式试图回答以下问题:1、留守初中生英语学习焦虑状况如何?外语学习焦虑中的交际畏惧、负评价恐惧和考试焦虑三种焦虑形式在留守初中生中的分布情况如何?2、农村留守初中生和非留守初中生之间有没有显著性的学习焦虑差异?3、影响农村留守初中生外语学习焦虑的可能因素有哪些?4、这些因素分析对留守初中生这个群体的外语教学有哪些启示?问卷调查的结果分析表明:1、留守初中生明显存在较高程度的英语学习焦虑。2、留守初中生英语学习焦虑和非留守初中生英语学习焦虑之间存在着显著差异。3、在外语学习焦虑的三个构成成分中,留守初中生在交际畏惧和负评价恐惧两方面同非留守中学生相比存在显著差异。然后论文根据课堂焦虑测量表中的交际畏惧、负评价恐惧和考试焦虑研究分析并结合访谈和课堂观察的结果找出对留守初中生的语言焦虑存在显著性差异的原因。最后笔者从学生,教师,外部环境这三个角度去提升对英语学习焦虑的认识,进一步的从中得出启示去积极地帮助留守初中生去正确地看待语言学习焦虑问题和提高英语成绩,提升老师在面对留守学生的英语学习中的一些教学方法和思想认识,鼓励家长和学校重视留守初中生的语言学习焦虑并且关心他们,并要求其采取相应的措施。

论文目录

• 摘要
• Abstract
• 1 Introduction
• 1.1 Background and purpose of the Research
• 1.2 Significance of the Research
• 1.3 Methodology of the Research
• 1.4 Structure of the Thesis
• 2 Literature review
• 2.1 Related definition
• 2.1.1 Anxiety
• 2.1.2 Foreign language learning anxiety
• 2.1.3 Left-behind juniors
• 2.2 Theoretical basis
• 2.2.1 Second language acquisition
• 2.2.2 Non-intelligent factors theory
• 2.2.3 Classification of anxiety
• 2.2.3.1 Facilitating Anxiety and Debilitating Anxiety
• 2.2.3.2 Trait, State and Situation-Specific Anxiety
• 2.2.4 Classification of foreign language anxiety
• 2.2.5 Influence of foreign language learning anxiety on foreign language learning
• 2.2.6 Signs of Language Learning Anxiety
• 3 Research Methods
• 3.1 Research subject
• 3.2 Research instrument
• 3.2.1 Juniors' English learning anxieties questionnaire
• 3.2.2 Interviews
• 3.2.3 Classroom observation
• 3.3 Questionnaire validity analysis
• 3.4 Research process
• 4 Data reduction and data analysis
• 4.1 Obvious Difference between Last term’s Final Examination Results of the Left-behind and the Non-left-behind Juniors
• 4.2 Significant Difference between the Left-behind and Non-left-behind shown Independent-samples T Test
• 4.3 Detailed Differences between the Left-behinds and Non-left-behinds shown Independent-samples T Test
• 4.4 Results from Qualitative Studies
• 4.4.1 Classroom Observation
• 4.4.2 Interviews with the teachers
• 4.4.3 Interviews with the left-behind students
• 4.5 Summary of this chapter
• 5 A Case Study
• 5.1 Study objects
• 5.2 Process of the case study
• 5.3 Results of the case study
• 6 Implications of Foreign Language Learning in rural areas
• 6.1 To reduce English learning anxiety from the angle of students
• 6.1.1 To correctly understand their own anxiety
• 6.1.2 To improve their ability to communicate
• 6.1.3 To promote their Self-esteem
• 6.1.4 To own moderate tolerance of ambiguity
• 6.2 To reduce students' English learning anxiety from the angle of teachers
• 6.2.1 To create a harmonious environment of foreign language learning
• 6.2.2 To improve the skill of questioning
• 6.2.3 To affirm student’s positive side and do delay correction or no error correction
• 6.2.4 To focus on cultural knowledge teaching
• 6.3 To reduce students' English learning anxiety from the angle of family and school
• 6.3.1 Family
• 6.3.2 Atmosphere of school
• 7 conclusions
• 7.1 Major Findings
• 7.2 Limitations and Suggested Future Researches
• References
• Appendix 1
• Appendix 2