高职生外语焦虑与学习策略关系的调查

论文摘要

上世纪七十年代以来,随着普通语言学、心理语言学及认知心理学的不断发展,外语教学研究领域的重点逐渐从教师的“教”转移到学生的“学”上来,语言学习中的学习者因素受到了研究者的极大关注,外语焦虑和学习策略即是两个重要的学习者变量。大量研究表明,外语焦虑阻碍外语/二语学习而学习策略对外语/二英语学习具有促进作用,运用得当的学习策略可以提高外语/二语学习效率,还可以降低焦虑程度;语言焦虑的克服,不仅取决于教师教学方法及教学观念的改变,有效地运用学习策略也能有助于降低外语焦虑。然而,关于外语焦虑和学习策略的使用之间关系的研究很少,针对占我国高等教育很大比重且在学生背景以及受教育目的方面与普通高校学生有很大差异的高职高专学生的研究更不多见。因此本文旨在通过定量与定性分析相结合的方法对这一群体学生外语焦虑与学习策略状况及其关系进行更深入地了解。本研究以定量和定性分析相结合的方法对160名石家庄法商职业技术学院大二的160名高职生进行了调查分析。定量研究采用了英语课堂焦虑问卷(在Horwitz等1986年设计的外语课堂焦虑量表FLCAS基础上修改而成)和英语学习策略问卷(在Oxford 1990年设计的语言学习策略问卷SILL的基础上加以修改而成)以及英语成绩,所收集的数据用社会科学统计软件包(SPSS)13.0进行了比较、相关、回归等统计分析与讨论。其中又有十名学生参加了个人访谈以期补充说明定量研究的结果。调查结果表明:(1)高职高专学生普遍存在相对较高程度的外语焦虑,其中交际焦虑最为明显,且焦虑水平和性别无明显相关性,和外语水平显著负相关;(2)高职高专学生通常采用所有6种语言学习策略,但使用频率不高,平均处于“偶尔使用”这一范畴,其中补偿策略使用频率最高,社会策略使用频率最低;(3)外语焦虑和学习策略呈显著负相关;六种策略分类中,有三种(认知、元认知和情感策略)对焦虑有预测作用;高低不同焦虑组的总体策略使用情况及六种策略分类存在显著差异性;具体到高低不同的焦虑组,其策略选择的数量和种类既有相同点又有不同点:两焦虑组的学生都擅长使用补偿策略,而记忆策略和社会策略的使用频率较低;元认知策略和情感策略的使用在两焦虑组中的排序有显著不同。最后在调查研究结果之上,对高职外语教学提出了建议:首先,教师应采取措施控制学生不必要的焦虑感,如教师角色的转变、恰当的纠错策略的使用及人本主义教学法的运用等;此外,相关的策略培训应该在教师和学生的共同努力下得以实施;最后,基于不同焦虑程度的学生选择不同的学习策略这一研究结果,教师在教学中应进行相应的策略练,即了解学生焦虑状况并有目的的训练学生更多地使用那些被忽略的策略。

论文目录

• Abstract
• 摘要
• Chapter 1 Introduction
• 1.1 Background of the Study
• 1.2 Significance of the Present Study
• 1.3 Statement of the Research Questions
• 1.4 Overall Structure of the Thesis
• Chapter 2 Literature Review
• 2.1 Foreign Language Anxiety
• 2.1.1 Definitions and Components of Foreign Language Anxiety
• 2.1.2 Theoretical Foundations for Foreign Language Anxiety
• 2.1.2.1 Krashen’s “Affective Filter”Hypothesis
• 2.1.2.2 Tobias’s Three-stage Model
• 2.1.2.3 Psychological Foundation: Humanism
• 2.1.3 Sources of FLA
• 2.1.3.1 Sources Related to Personal Factors
• 2.1.3.2 Sources Related to Procedural Factors
• 2.1.4 Researches on Foreign language Anxiety abroad and in China
• 2.1.4.1 The Effects of FLA on Foreign Language Learning
• 2.1.4.2 Findings of FLA Related to Demographic Variables
• 2.2 Language Learning Strategy
• 2.2.1 Definitions and Classifications of Language Learning Strategy
• 2.2.2 Researches on Language Learning Strategy abroad and in China
• 2.3 Researches on the Relation between FLA and LLS
• 2.3.1 Ellis’s Model
• 2.3.2 MacIntyre’s Model
• 2.3.3 Recent Researches abroad and in China
• Chapter 3 Methodology
• 3.1 Restatement of Research Questions
• 3.2 Subjects
• 3.3 Instruments
• 3.3.1 Foreign Language Classroom Anxiety Scale
• 3.3.2 Strategy Inventory for Language Learning
• 3.3.3 Practical English Test for Colleges
• 3.3.4 Interviews
• 3.4 Data Collection Procedures
• 3.4.1 Pilot Study and Reliability Assessments
• 3.4.2 Administration of Questionnaires
• 3.5 Data Analysis
• Chapter 4 Results and Discussions
• 4.1 Results
• 4.1.1 Answers to Research Question 1: The State of FLA Experienced by Higher Vocational College Students in Chinese Context
• 4.1.1.1 Descriptive Results of FLA, Three levels and Four Subcategories
• 4.1.1.2 Differences of FLA between Males and Females
• 4.1.1.3 Differences of FLA between High and Low Achievement Students
• 4.1.2 Answers to Research Question 2: Descriptive Analysis of Overall LLS and its Subcategories
• 4.1.3 Answers to Research Question 3: The Relation between FLA and LLS
• 4.1.3.1 Correlation of FLA and LLS
• 4.1.3.2 Prediction of LLS on FLA
• 4.1.3.3 Differences of LLS Use between Low and High Anxiety Groups
• 4.1.3.4 Characteristics of LLS Use between High and Low Anxiety Groups
• 4.1.3.5 Interviews
• 4.2 Discussions
• 4.2.1 Discussions of the Findings in Research Question 1
• 4.2.1.1 Discussions of the Findings on the State of FLA
• 4.2.1.2 Discussions of the Findings on the FLA Difference between Males and Females
• 4.2.1.3 Discussions of the Findings on the FLA Difference between High and Low Achievement Students
• 4.2.2 Discussions of the Findings in Research Question 2
• 4.2.3 Discussions of the Findings in Research Question 3
• 4.2.3.1 Discussions of the Findings on the Correlation between FLA and LLS
• 4.2.3.2 Discussions of the Findings on the Prediction of LLS on FLA
• 4.2.3.3 Discussions on the Specific Employment of Six Subcategories between High and Low Anxiety Students
• Chapter 5 Conclusions, Implications and Recommendations
• 5.1 Major Findings in this Study
• 5.2 Pedagogical Implications of this Study
• 5.3 Limitations and Suggestions for Future Studies
• Bibliography
• Appendix Ⅰ 调查问卷
• Appendix Ⅱ Interviews
• Appendix Ⅲ Interviews
• Acknowledgements
• Academic Achievements