英语专业学生外语焦虑对英语词汇记忆影响的研究

论文摘要

本研究从外语焦虑与英语学习的关系入手,提出了外语焦虑对英语词汇记忆影响的假设,通过实验,结合定量与定性两种研究方法,研究了英语专业学生外语焦虑与词汇记忆的关系。作者假设为:(1)高度焦虑与英语词汇记忆呈负相关;(2)低度焦虑与英语词汇记忆呈正相关。定量研究分为问卷调查和课堂实验两部分。被测是60名青岛科技大学英语专业一年级新生。外语课堂焦虑量表(FLCAS)被译成中文,用来测量学生的外语焦虑情况。课堂试验通过向正在完成词汇记忆任务的被试呈现积极情感刺激,无情感刺激和低等焦虑刺激三种图片,比较被试词汇记忆的维持情况。在定性研究中,作者从高、中、低焦虑组各抽取5名学生进行了访谈。作者通过对统计数据进行描述性统计、相关性分析和方差分析,得出如下研究结论:(1)焦虑平均值显示本研究中的英语专业学生外语焦虑程度比其他专业学生都要高;(2)高度外语焦虑与英语词汇学习呈负相关;(3)低等程度外语焦虑与英语词汇学习呈正关,并且低度焦虑对英语词汇的短时记忆和长时记忆会起促进作用。作者建议重视英语专业学生的外语焦虑状况,减轻焦虑对学生词汇记忆的负面影响,适度利用焦虑。

论文目录

• 摘要
• ABSTRACT
• Chapter 1 Introduction
• 1.1 Rationale
• 1.1.1 Foreign language anxiety
• 1.1.2 Vocabulary memory
• 1.2 Problems posing
• 1.3 Hypotheses
• 1.4 Layout of thesis
• Chapter 2 Literature Review
• 2.1 Review of foreign language anxiety
• 2.1.1 Definition of foreign language anxiety
• 2.1.2 Components of foreign language anxiety
• 2.1.3 Classifications of anxiety
• 2.1.4 Sources of foreign language anxiety
• 2.1.5 Theories related to language anxiety
• 2.2 Review of vocabulary learning
• 2.2.1 Definition of vocabulary
• 2.2.2 Approaches of vocabulary learning
• 2.2.3 Vocabulary presentation modes
• 2.2.4 Theoretical bases
• Chapter 3 Methodology
• 3.1 Research subjects
• 3.2 Research instruments
• 3.3 Procedures
• 3.3.1 Questionnaire
• 3.3.2 Experiment design
• 3.4 Interviews
• Chapter 4 Results and Discussions
• 4.1 Quantitative research finding
• 4.1.1 The vocabulary memory according to FLCAS
• 4.1.2 The vocabulary memory according to picture associations
• 4.2 Qualitative research
• 4.3 Discussions
• 4.3.1 The foreign language anxiety of English major students in China
• 4.3.2 Discussions of the effects of language anxiety on vocabulary memory
• Chapter 5 Conclusion
• 5.1 Summary of the findings
• 5.2 Implications
• 5.3 Limitations of the study
• 5.4 Suggestions for future research
• Bibliography
• Appendix A
• Appendix B
• Appendix C
• Acknowledgements
• 攻读学位期间发表的学术论文目录