外语学习焦虑中的教师角色 ——“社会建构主义模式”下的外语学习研究

论文摘要

焦虑是外语学习过程中一种复杂的心理现象。和其他情感因素相比,焦虑对外语学习的影响较为突出。焦虑,特别是过度焦虑,会成为外语学习过程中的一大障碍。因此,如何缓解焦虑以促进外语学习就成为当前十分紧迫而又重要的任务。与此同时,教师角色,作为外语学习过程中一个不可或缺的因素,又在很大程度上决定了学习者外语学习的成功与否。因此,教师在这一过程中应该充当何种角色,应该采用何种策略,在对于能否缓解焦虑方面起着至关重要的影响作用。本研究采用问卷调查方式,从英语听力,口语以及跨文化交际三方面对苏州市职业大学2006级英语专业2个班67名学生的焦虑状况进行调查。本文以“社会建构主义模式”为理论基础,以问卷调查的结果为客观依据,着重探讨并分析了教师在缓解学习者口头语言交际焦虑中应扮演的角色,并且通过与以往缓解焦虑策略的对比,提出教师在缓解学生外语学习焦虑中应采取的某些具体策略,激发读者对更有效缓解外语学习焦虑途径的再思考,以期更好地促进外语教学。

论文目录

• Acknowledgements
• Abstract
• 内容摘要
• Chapter One Introduction
• 1.1 Research objective
• 1.2 Significance of the research
• 1.3 General organization
• Chapter Two Literature Review
• 2.1 Foreign language anxiety
• 2.1.1 Affective filter hypothesis
• 2.1.2 Interpretations of foreign language anxiety
• 2.1.3 Causes of foreign language anxiety
• 2.2 Teachers’role
• 2.2.1 The nature of role
• 2.2.2 The classifications of teachers’role
• 2.3 Social constructivist model
• 2.3.1 Social constructivist model
• 2.3.2 Teachers as mediators
• 2.4 Related researches
• 2.4.1 Researches done by foreign scholars
• 2.4.2 Researches done by Chinese scholars
• Chapter Three Methodology
• 3.1 Research questions and hypotheses
• 3.2 Survey study
• 3.2.1 Subjects
• 3.2.2 Instruments
• 3.3 Data collection and data analysis
• Chapter Four Results of the Study
• 4.1 Reliability and validity analysis
• 4.2 Descriptive analysis
• 4.2.1 Descriptive analysis in relation to the study of foreign language anxiety
• 4.2.2 Descriptive analysis in relation to the study of common practices
• 4.2.3 Descriptive analysis in relation to the study of this author’s strategies
• 4.2.4 Descriptive analysis in relation to the study of learners’construction of their knowledge
• Chapter Five Discussions
• 5.1 Teachers’role in foreign language speech reception anxiety
• 5.1.1 Foreign language speech reception anxiety
• 5.1.2 Reconsideration of teaching foreign language listening
• 5.1.3 Strategy: from the “tape recorder”mode to the learner advantage exploitation mode
• 5.2 Teachers’role in foreign language speech production anxiety
• 5.2.1 Foreign language speech production anxiety
• 5.2.2 Reconsideration of teaching foreign language speaking
• 5.2.3 Strategy: from the coordinator of environment to the promoter of conceptual innovation
• 5.3 Teachers’role in cross-cultural communication anxiety
• 5.3.1 Cross-cultural communication anxiety
• 5.3.2 Reconsideration of enhancing cross-cultural communication awareness
• 5.3.3 Strategy: from the introducer of foreign culture to the cultivator of cross-cultural communication awareness
• Chapter Six Conclusion
• 6.1 Major findings
• 6.2 Implications
• 6.3 Limitations of the research
• 6.4 Suggestions for future study
• Bibliography
• Appendix 1
• Appendix 2