探索英语教师话语对于学生学习焦虑的影响及改进措施

论文摘要

本研究探索了英语教师话语对于学生语言学习焦虑心理的影响,并提出了改进措施。本研究的研究问题是:学生是如何认识教师话语对于语言焦虑的影响的?教师话语的哪些方面会对语言学习焦虑的产生造成影响?如何改进教师话语,减少英语学习焦虑?通过研究与分析,本文作者发现:教师话语对于学生焦虑心理的影响是非常复杂的。通常情况下,试验组的学生认为当他们不能听懂教师话语时;当他们在被提问前缺乏准备时;当老师在他们发言同时;随时纠正他们错误时;当老师随机点名回答问题时,他们会感到较深程度的焦虑。以特殊疑问句呈现的参考性的问题最容易引起学生的焦虑,另外教师的等待时间不足,对于教师问题的理解不清,随机点名和具体的问题呈现形式或问题内容都会造成焦虑。作者认为为了改进教师话语,减少焦虑,教师应该为学生留足等候时间,为学生创设交际性强的情境加深学生对于教师语言的理解,运用有效的提问策略,这样才有可能减少学生的英语学习焦虑。在本论文的结论部分,作者还讨论了本研究的局限所在和未来的研究方向

论文目录

• ABSTRACT
• 中文摘要
• ACKNOWLEDGEMENTS
• TABLE OF CONTENTS
• CHAPTER ONE INTRODUCTION
• 1.1 RESEARCH BACKGROUND
• 1.2 RESEARCH QUESTIONS
• 1.3 SIGNIFICANCE OF THE STUDY
• 1.4 STRUCTURE OF THE THESIS
• CHAPTER TWO LITERATURE REVIEW
• 2.1 REVIEW OF TEACHER TALK THEORIES AND RELATED STUDIES
• 2.1.1 Defining Teacher Talk
• 2.1.2 Exchange of Classroom Interaction
• 2.1.3 Turn-taking of Teacher Talk
• 2.1.4 Classroom Questions of Teacher Talk
• 2.1.5 Wait Time of Teacher Questioning
• 2.1.6 Related Studies on TT and Discussion
• 2.2 REVIEW OF LANGUAGE ANXIETY THEORIES AND RELATED STUDIES
• 2.2.1 General Anxiety
• 2.2.2 Foreign Language Anxiety （FLA）
• 2.2.3 Previous research on language anxiety abroad
• 2.2.4 Previous research on language anxiety in China
• 2.3 OTHER RELATED THEORIES
• 2.3.1 Comprehensible Input
• 2.3.2 The Zone of Proximal Development
• 2.4 SUMMARY
• CHAPTER THREE METHODOLOGY
• 3.1 RESEARCH SETTING
• 3.2 SUBJECTS
• 3.3 INSTRUMENTS
• 3.3.1 Questionnaire 1: the Foreign Language Classroom Anxiety Scale （FLCAS）
• 3.3.2 Questionnaire 2: Students’Self-reported Anxiety Level Caused by TT
• 3.3.3 Written Transcriptions of the Videotaped Classes
• 3.4 RESEARCH PROCEDURES
• CHAPTER FOUR DATA ANALYSIS AND DISCUSSION
• 4.1 THE ANALYSIS OF ENGLISH LEARNING ANXIETY SCORES OF EC
• 4.2 THE ANALYSIS OF TT OF THE DIAGNOSTIC TEACHING
• 4.2.1 Transcription Analysis
• 4.2.2 Teacher Talking Time and Student Talking Time
• 4.2.3 Teachers’Questioning Behavior
• 4.3 ANALYSIS OF ASPECTS OF TT AFFECTING FLA
• 4.3.1 Level of Anxiety Caused by Teacher’s Questions
• 4.3.2 Level of Anxiety Caused by Various Aspects of TT
• 4.4 SUGGESTED STRATEGIES TO IMPROVE TT
• 4.4.1 Leaving Enough Wait Time
• 4.4.2 Establishing Authentic Situation to Make the Referential Questions Meaningful
• 4.4.3 Employing More Questioning Strategies
• CHAPTER FIVE CONCLUSION
• REFERENCES
• APPENDIX ONE ENGLISH LEARNING ANXIETY SCALE
• APPENDIX TWO A QUESTIONNAIRE ON ASPECTS OF TEACHER TALK
• APPENDIX THREE ENGLISH LEARNING ANXIETY SCALE DATA OF EC
• APPENDIX FOUR A DETAILED LESSON PLAN