中国非英语专业大学生课堂内外英语交际意愿研究

论文摘要

随着现代教育的重点已经从语言技能转化成为交际能力的培养,交际意愿已经成为个体第二语言交际的重要因素之一。具体地说,就是为什么有的学生语言技能很低,但却能抓住任何机会去讲外语,而另外一些语言功力很深的人却逃避讲外语的机会。本文根据MacIntyre的金字塔模型和Wen的交际意愿模型研究了中国非英语专业大学生课内外的交际愿望。本研究着重情感因素对课堂内外交际意愿的影响,并且证实了课内外交际意愿对第二语言的交流频率也有直接关系,也就是说,课内外交际意愿高的人,英语也会讲得多。参与研究的人学生是浙江理工大学和黑龙江大学一年级非英语专业共200名,分别是浙江理工大学144人,黑龙江大学56人,各代表了中国南方北方的学生。本研究应用的调查表格有：课内交际意愿表格；课外交际意愿表格；英语交际焦虑表格；英语学习动机表格；英语交流频率表格以及自我察觉的交际能力表格。本研究用SPSS14.0,输入数据,并且作以分析。分析使用了描述性统计,散点图,皮尔逊相关分析以及逐步多元回归分析。本研究丰富了二语教育中的交际意愿的研究成果,对中国的大学英语教育起一定的作用。

论文目录

• Acknowledgements
• Abstract
• 摘要
• List of Abbreviations
• List of Figures
• List of Tables
• Chapter 1 Introduction
• 1.1 Research Background
• 1.2 Purpose of the Study
• 1.3 Overview of the Paper
• Chapter 2 Literature Review
• 2.1 WTC Concept
• 2.1.1 Foundation of WTC Construct
• 2.1.2 Definition of WTC in Native/Second Language
• 2.1.3 Evolution of the WTC models
• 2.2 Affective Variables Related to WTC in Previous Studies
• 2.2.1 Motivation
• 2.2.2 Foreign Language Anxiety
• 2.2.3 Self-perceived Communicative Competence
• 2.3 Summary
• Chapter 3 Research Methodology
• 3.1 Research Questions
• 3.2 Participants in this Study
• 3.3 Research Instruments
• 3.4 Pilot Study
• 3.5 Data Collection
• 3.6 Data Analysis
• Chapter 4 Results and Discussion
• 4.1 Descriptive Data of WTCI/WTCO and Related Variables
• 4.1.1 Descriptive Data of WTCI
• 4.1.2 Descriptive Data of WTCO
• 4.1.3 Descriptive Data of ECA
• 4.1.4 Descriptive Data of ELM
• 4.1.5 Descriptive data of SPCC
• 4.2 Gender/Major Influences on WTCI/WTCO
• 4.2.1 Gender Influences on WTCI/WTCO
• 4.2.2 Major Influences on WTCI/WTCO
• 4.3 The Relationship between WTCI/WTCO and Affective variables
• 4.3.1 WTCI/WTCO and English Communicative Anxiety
• 4.3.2 WTCI/WTCO and English Learning Motivation
• 4.3.3 WTCI/WTCO and Self-perceived Communicative Competence
• 4.4 The Predictive Variables for WTCI/WTCO
• 4.4.1 The Predictive Variables for WTCI
• 4.4.2 The Predictive Variables for WTCO
• 4.5 The Relationship between WTCI/WTCO and Its Frequency
• Chapter 5 Conclusion
• 5.1 Conclusion
• 5.2 Implications of the Study
• 5.3 Limitations of the Study
• References
• Appendix Ⅰ
• Appendix Ⅱ