外语听力理解中焦虑问题的研究 ——基于中国大学生英语教学的调查

论文摘要

近年来,学者们从不同角度对焦虑与外语学习的关系进行了研究,发现焦虑与外语学习之间存在一定相关性,其中部分学者认为焦虑对于外语学习具有负面影响,因而降低学生焦虑可以有效提高学生学习成绩。具体到英语学习中,考虑到英语学习中听、说、读、写各种技能均有其特殊性,学者们继而对焦虑与英语学习中各种技能间的关系进行了相关研究。其中,听力作为英语学习中一项重要的技能,与阅读和写作等技能相比又有其特殊性。基于此,本论文从外语焦虑相关研究入手,结合英语听力的特殊性,通过调查问卷和访谈的形式揭示英语听力过程中焦虑对于听力效果及成绩的影响。希望此研究可以对英语听力教学效果的提高起到积极的指导作用。本文主要解决以下三个问题:首先,中国大学生英语学习中是否存在英语课堂焦虑和英语听力焦虑。第二,如果存在某种焦虑,那么英语课堂焦虑与英语听力焦虑之间是否存在一定的相关性。第三,英语听力焦虑与英语听力效果之间是否存在一定的相关性。第四,英语听力焦虑是否与学生性别具有相关性。基于以上四个问题,笔者分别通过定性与定量的方法对所收集数据进行了统计分析。首先在Kim提出的外语听力焦虑量表的基础上,笔者结合所收集数据分析对该量表进行了适当的修改,生成了针对中国学生外语焦虑的英语焦虑量表(ELAS)。以此量表为基础,对上海师范大学非英语专业本科生进行调查问卷而得出相关数据,之后通过SPSS软件对所得数据作进一步的统计分析,最后结合数据以及访谈结果笔者得出以下结论:首先,中国学生在英语学习中存在焦虑,同时也存在英语听力焦虑,且二者之间存在正相关。其次,听力焦虑与学生听力效果之间存在负相关,学生的听力焦虑度越高,听力效果越差。并且,通过对所搜集数据的分析,并未发现听力焦虑与学生性别间存在相关性。综上,听力焦虑确实存在于英语学习当中,并且是一种较普遍的现象,这就要引起教师的注意,要重视英语听力中的焦虑问题,在课堂上结合学生不同的焦虑特点,采取适当措施,缓解学生焦虑,以提高学生英语听力水平。

论文目录

• Acknowledgements
• Abstract
• 摘要
• Contents
• Chapter One Introduction
• 1.1 Background of the Present Study
• 1.2 Significance of the Present Study
• 1.3 Purposes of the Present Study
• 1.4 Structure of the Thesis
• Chapter Two Previous Studies into Listening Comprehension and Anxiety
• 2.1 Studies of Listening Comprehension
• 2.1.1 Studies of Listening in Other Countries
• 2.1.2 Studies of Listening in China
• 2.1.3 Summary
• 2.2 Studies of Anxiety and Language Learning
• 2.2.1 Relevant Studies in Other Countries
• 2.2.1.1 Earlier Researches on Foreign Language Anxiety
• 2.2.1.2 Further Researches on Foreign Language Anxiety
• 2.2.1.3 Studies on Alleviating Foreign Language Anxiety
• 2.2.2 Relevant Studies in China
• 2.3 Summary
• Chapter Three Theoretical Framework for Anxiety and Listening Comprehension
• 3.1 Anxiety
• 3.1.1 Trait, State and Situation-specific Anxiety
• 3.1.2 The Facilitating/Debilitating Anxiety
• 3.1.2.1 Facilitating Anxiety
• 3.1.2.2 Debilitating Anxiety
• 3.2 Foreign Language Anxiety
• 3.2.1 Definition of Foreign Language Anxiety
• 3.2.2 Horwitz et al.'s Three Components of Foreign Language Anxiety
• 3.2.2.1 Communication Apprehension
• 3.2.2.2 Test Anxiety
• 3.2.2.3 Fear of Negative Evaluation
• 3.2.3 Effects of Anxiety on Language Learning
• 3.3 Measurement of Anxiety
• 3.3.1 Measurement of General Psychological Anxiety
• 3.3.2 Measurement of Situational-Specific Anxiety
• 3.4 Listening Comprehension
• 3.4.1 Characteristics of Listening Comprehension
• 3.4.2 Factors Influencing Listening Process
• 3.5 Krashen's Affective Filter Hypothesis
• 3.6 Anxiety in Listening Comprehension
• 3.7 Summary
• Chapter Four Research Methodology
• 4.1 Research Design
• 4.2 Subjects
• 4.3 Instruments
• 4.3.1 Crowne-Marlowe Social Desirability Scale
• 4.3.2 Foreign Language Classroom Anxiety Scale
• 4.3.3 Foreign Language Listening Anxiety Scale
• 4.4 Procedure
• 4.4.1 Pilot Study
• 4.4.2 Specific Steps of the Present Study
• 4.4.3 Scoring
• 4.4.4 Hypothesis for Quantitative Analysis
• 4.4.5 Questions for Qualitative Analysis
• 4.4.6 Data Analysis
• Chapter Five Results and Discussions
• 5.1 Discussions of Quantitative Analysis
• 5.1.1 Item Analysis and Factor Analysis of FLLAS
• 5.1.1.1 Item Analysis of FLLAS
• 5.1.1.2 Factor Analysis of FLLAS
• 5.1.2 Descriptive Analysis of ELAS and the Relativity between CMSD and FLCAS and ELAS
• 5.1.2.1 Reliability of ELAS
• 5.1.2.2 Validity of ELAS
• 5.1.2.3 Relativity between Scores of CMSD Scale and Scores of FLCAS, and Scores of CMSD Scale and Scores of ELAS
• 5.1.3 Results and Discussions of the Hypothesis Testing
• 5.1.3.1 Results and Discussions of Hypothesis 1
• 5.1.3.2 Results and Discussions of Hypothesis 2
• 5.1.3.3 Results and Discussions of Hypothesis 3
• 5.2 Discussions of Qualitative Analysis
• 5.2.1 Situations When Subjects Feel Most Anxious and More Relaxed in Listening to English
• 5.2.2 Causes of English Listening Anxiety
• 5.2.2.1 Motivation
• 5.2.2.2 Self-Esteem
• 5.2.3 Coping with English Listening Anxiety
• Chapter Six Conclusion
• 6.1 Summary of the Findings
• 6.1.1 Findings Related to Quantitative Analysis
• 6.1.2 Findings Related to Qualitative Analysis
• 6.2 Implications
• 6.2.1 Theoretical Implication
• 6.2.2 Practical Implication
• 6.3 Limitations and Suggestions of the Thesis
• Bibliography
• Appendices
• Appendix I CMSD English Version
• Appendix II CMSD Chinese Version
• Appendix III FLCAS English Version
• Appendix IV FLCAS Chinese Version
• Appendix V FLLAS English Version
• Appendix VI FLLAS Chinese Version
• Appendix VII ELAS Chinese Version
• Appendix VIII Abbreviation List