非英语专业大学生听力焦虑，听力学习策略和听力水平的相关性研究

论文摘要

本研究的理论基础为Ellis（1994）和MacIntyre（1994）提出的焦虑、学习策略和学习成绩之间的相互关系。本文的研究目的在于探索听力理解焦虑、听力学习策略和听力水平之间的相互关系。本文的调查对象为中国人民解放军军械工程学院128名非英语专业的大学生。此项研究中所使用的统计方法包括描述性统计,皮尔森相关分析,单向ANOVA和t-检验。两份由本文作者自行设计的调查问卷,“非英语专业大学生英语听力焦虑调查问卷”和“非英语专业大学生英语听力学习策略问卷”,分别用来测量调查对象的听力焦虑状态和听力策略的使用情况。调查问卷完成之后,要求调查对象进行一次听力测验,并根据测验成绩将调查对象分为高、中、低三组。本文作者对部分调查对象进行访谈以了解他们的焦虑状态和听力策略的使用情况。调查结果显示焦虑在大学生的听力理解中普遍存在,高、中、低各个焦虑水平呈现显著差异。听力理解策略的使用方面,总的来说,调查对象对于听力策略的使用呈现中等水平。其中,预测,回溯和总结等策略的使用频率相对较高,而形成图像,记录和监测等策略的使用频率则相对较低。高分组学生比低分组学生在听力理解过程中更频繁地使用策略。听力焦虑和听力策略的使用存在明显负相关。听力策略的使用和听力水平总体上呈微弱正相关,其中,形成图像和记录两个策略与听力水平没有明显的相关关系。作者针对研究结果进行讨论,提出降低听力焦虑和培养学生听力策略等促进听力教学的建议。本文的意义在于为相关领域的研究提供更多的实践数据。结果是否具有普遍性有待于进一步的探讨。

论文目录

• Acknowledgements
• 摘要
• Abstract
• The List of Figures
• The List of Tables
• Chapter One INTRODUCTION
• 1.1 The Rationale of the Study
• 1.2 Research Orientation
• 1.3 The Contents of the Remaining Chapters
• Chapter Two LITERATURE REVIEW
• 2.1 The Study of Listening Comprehension
• 2.1.1 The significance of listening comprehension
• 2.1.2 Theories of listening comprehension process
• 2.2 Foreign Language Listening Anxiety
• 2.2.1 Definitions of foreign language anxiety and listening anxiety
• 2.2.2 Components of foreign language anxiety
• 2.2.3 Three perspectives in language anxiety research
• 2.2.4 Controversies on functions of foreign language anxiety
• 2.3 Listening Strategies
• 2.3.1 Definitions of language learning strategies
• 2.3.2 Taxonomies of language learning strategies
• 2.3.3 Listening strategies
• 2.3.4 A review of empirical studies on listening strategies
• 2.3.4.1 Foreign studies on listening strategies
• 2.3.4.2 Domestic studies on listening strategies
• 2.4 Previous Research on the Correlations between Listening Anxiety and Listening Strategies
• Chapter Three RESEARCH METHODOLOGY
• 3.1 Research Questions of the Present Study
• 3.2 Research Design
• 3.2.1 Subjects
• 3.2.2 Instruments
• 3.2.2.1 The listening comprehension anxiety scale
• 3.2.2.2 The English listening comprehension strategies
• 3.2.2.3 Listening comprehension test
• 3.2.2.4 Face-to-face interview
• 3.2.3 Data collection procedures
• 3.3 Data Analysis Procedures
• Chapter Four RESULTS AND DISCUSSIONS
• 4.1 The Analysis of the Data of Listening Anxiety
• 4.2 The Analysis of the Data of Listening Strategies
• 4.3 Correlations between Listening Anxiety, Listening Strategies and Listening Proficiency
• 4.3.1 Correlations between listening anxiety and listening proficiency
• 4.3.2 Correlations between listening strategies and listening proficiency
• 4.3.3 Correlations between listening anxiety and listening strategies
• 4.4 Analysis of the Interviews
• Chapter Five PEDAGOGICAL IMPLICATIONS
• 5.1 How to Cope with Listening Comprehension Anxiety
• 5.1.1 Alleviating personal and interpersonal anxieties
• 5.1.2 Building up proper learners' beliefs
• 5.2 Enhancing Listening Strategy Training
• 5.2.1 Types of strategy training
• 5.2.2 Specific training measures
• 5.3 Limitations of the Present Study
• Chapter Six CONCLUSION
• REFERENCES
• Appendix I 非英语专业大学生英语听力焦虑调查问卷
• Appendix II 非英语专业大学生英语听力学习策略问卷
• Appendix III Listening Comprehension Test
• Appendix IV 访谈提问大纲