艺术类大学生英语听力焦虑的研究

艺术类大学生英语听力焦虑的研究

论文摘要

近年来,在第二语言习得研究中,学习者的个体差异对第二语言习得的影响逐渐受到人们的重视。越来越多的研究人员开始关注学习者情感因素对其语言习得的影响。焦虑作为情感因素之一成为研究者们关注的焦点。大量研究表明外语焦虑对二语习得者的语言习得有着非常重要的负面影响。在听说读写四个语言能力当中,听力被认为是最容易引起焦虑的因素。然而国内外大量的研究把重心放在了宽泛的外语焦虑研究上,忽略了与各种语言学习技能相关的焦虑研究。尤其是听力焦虑没有受到应有的重视。此外,仅有的关于听力焦虑的研究也只是将研究对象定位在英语专业或非英语专业的大学生,忽视了对艺术类学生这一特殊群体的研究。随着大学扩招以及对艺术类考生低分录取政策的实施,艺术类大学生的队伍与日庞大。与其他非英语专业学生相比,艺术类学生的英语基础薄弱,对英语语法和词汇的积累较少。绝大多数艺术类学生从中学时代起就害怕上英语课。在对艺术类大学生的听力教学中,笔者发现此类学生在听的过程中常常会出现烦躁,焦虑等不良情绪。因此本文将艺术类大学生作为研究对象,目的在于探究此群体的听力焦虑现状以及引起焦虑的原因,从而对降低他们的听力焦虑和提高他们的听力水平做出理论性和实践性的指导。本文综合采用定量和定性的研究办法旨在对艺术类专业大学生的听力焦虑问题进行实证研究。定量研究着重考察英语学习者的听力焦虑状况,以及听力焦虑与听力能力及其学习者个人背景因素的关系。定性研究进一步探讨了听力焦虑的根源。本文的研究对象为西安工程大学196名艺术专业的大二学生。研究工具为背景资料问卷、听力焦虑量表、以及与12名学生的访谈。所有数据采用社会科学统计软件包SPSS17.0进行统计。相继使用了描述性分析、皮尔逊相关分析和独立样本T检验。研究结果表明艺术类学生普遍存在听力焦虑问题,而且大多数学生存在中高度焦虑。学生的听力焦虑与其听力理解能力和个人背景因素呈明显负相关。男女生听力焦虑没有明显差异,然而女生的听力能力高于男生。来自农村的学生在听力焦虑和听力能力方面与城市学生有明显差异。农村学生的听力水平普遍低于城市学生而听力焦虑度则明显高于城市学生。听力水平高的学生焦虑度普遍低于听力水平低的学生。高焦虑组学生和底焦虑组学生在个人背景因素方面也存在巨大差异。通过对焦虑问卷和访谈结果的整理分析发现引起学习者听力焦虑的原因包括以下几点:听力材料的特点,听力活动的特点,学习者个人特点。针对艺术类学生普遍存在听力焦虑的现状以及听力焦虑对其听力水平的负面影响,本文对从事艺术类听力教学的老师的教学提出了一些建设性意见。尽管本文在研究过程中存在一定的不足,但也对今后此领域的研究提供了更多的实践性数据。

论文目录

  • 摘要
  • ABSTRACT
  • CONTENTS
  • LIST OF FIGURES AND TABLES
  • Chapter One Introduction
  • 1.1 Research Background
  • 1.2 Theories Related to the Present Study
  • 1.3 Purpose of the Study
  • 1.4 Significance of the Study
  • 1.5 Structure of the Study
  • Chapter Two Literature Review
  • 2.1 Studies of Listening Comprehension
  • 2.1.1 Definition of Listening Comprehension
  • 2.1.2 Factors Affecting Listening Comprehension
  • 2.1.3 Learner Problems in Listening Comprehension
  • 2.1.4 Significance of Listening Comprehension
  • 2.2 Studies on Foreign Language Listening Anxiety
  • 2.2.1 Definition of Foreign Language Listening Anxiety
  • 2.2.2 Previous Studies on Foreign Language Listening Anxiety
  • 2.2.3 Factors Causing Listening Comprehension Anxiety
  • 2.2.4. Foreign Language Listening Anxiety and Learners’ Background Factors
  • 2.3 Summary
  • Chapter Three Research Methodology
  • 3.1 Research Questions
  • 3.2. Participants of the Study
  • 3.3 Instruments
  • 3.3.1 Questionnaires
  • 3.3.2 The Listening Comprehension Test
  • 3.3.3 Face to Face Interview
  • 3.4 Data Collection Procedures
  • 3.5 Data Analysis Procedure
  • 3.6 Summary
  • Chapter Four Results and Discussions
  • 4.1. Descriptive Analysis
  • 4.1.1 Results and Descriptive Analysis 1: Background Information of Subjects
  • 4.1.2 Results and Descriptive Analysis about Subjects’ Listening Anxiety
  • 4.1.3 Results and Descriptive Analysis about Subjects’ Listening Anxiety Sources
  • 4.2 Results and Analysis about Statistics of Correlation
  • 4.2.1 Correlation among Listening Anxiety (LA) and Listening Proficiency (LP)
  • 4.2.2 Correlation among LA and Subjects’ Background Factors
  • 4.3 Results and Analysis of Independent Samples T-test
  • 4.3.1 The Difference between Female and Male Subjects in the State of Their LA and LP
  • 4.3.2 The Difference between Subjects from Countryside and Subjects from City in the State of Their L A and LP
  • 4.3.3 The Difference in the State of Listening Anxiety between Effective Listeners and Ineffective Listeners
  • 4.3.4 The Difference between High-anxiety Subjects and Low-anxiety Subjects in Terms of Their Listening Proficiency (LP)
  • 4.3.5 The Difference between High-anxiety Group and Low-anxiety Group inTerms of Subjects’ Background Variables
  • 4.4 Results and Analysis from the Interview: Potential Sources of English Listening Anxiety among Art Major College Students
  • 4.5 Summary
  • Chapter Five Conclusion
  • 5.1 Major Findings
  • 5.2 Implications of the Study
  • 5.2.1 Theoretical Implications
  • 5.2.2 Practical Implications
  • 5.3 Limitations of the Present Study and Suggestions for Further Study
  • BIBLIOGRAPHY
  • APPENDIX
  • 攻读硕士学位期间发表的论文
  • ACKNOWLEDGEMENT
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    艺术类大学生英语听力焦虑的研究
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