学习策略培训对外语学习焦虑的影响研究 ——北京交通大学个案研究

论文摘要

外语教学研究经历了由“如何教”向“如何学”的转变后,对学习者的研究随之受到越来越多的重视。学习策略和外语学习焦虑与语言学习效果有密切关系,三者相互关联又相互影响。焦虑被证实会阻碍多种类型的学习,如何降低焦虑对学习的负面影响对外语教学是一个很大的挑战。那么学习策略培训能否降低学习者的外语学习焦虑,并进而促进学习是本研究的核心。本研究主要回答以下四类问题：(1)专科英语专业二年级学生的外语焦虑总体情况如何?(2)他们采用哪些类型的学习策略?使用频率如何?(3)外语学习焦虑和学习策略的关系怎样?高低中焦虑组的学习策略使用有无显著差异?(4)学习策略培训对外语学习焦虑及学习成绩的影响如何?笔者对80名来自北京交通大学清河学院旅游英语专业二年级学生分实验组和对照组进行了定性定量实证研究,在学习策略培训前后采用Oxford的语言学习策略量表,Horwitz等的外语课堂焦虑量表,大学四级试题,分别进行前测和后测,并通过学习日记,课堂观察,访谈等方法辅助研究。问卷调查结果表明：(1)外语焦虑在英语专业专科学生中普遍存在,并对学习效果有负面影响。(2)他们不同程度地采用了六种语言学习策略,但使用频率较低,补偿和认知策略相对略高于其他四种策略。(3)外语焦虑与学习策略使用成显著负相关。整个研究结果最终表明学习策略培训有助于降低外语焦虑,促进学习。根据研究结果,本次研究对以往学习策略及学习策略培训等研究的普遍假说进行了批评性分析,并对课堂教学从宏观微观方面分别提出建议,涉及教师在策略培训中的角色、外语课堂策略培训技巧、降低外语学习焦虑负面影响的策略等方面,希望对外语教学有所帮助。

论文目录

• ACKNOWLEDGMENTS
• 摘要
• ABSTRACT
• 1 INTRODUCTION
• 1.1. Background of the Study
• 1.2. The Rationale of the Study
• 1.3. Research Questions
• 1.4. Theoretical Framework of Foreign Language Learning Strategy Training
• 1.5. Layout of the Thesis
• 2 LITERATURE REVIEW
• 2.1. Review of Foreign Language Anxiety
• 2.1.1 Definition of Foreign Language Anxiety
• 2.1.2 Classifications of Anxiety
• 2.1.3 Facilitative Anxiety and Debilitative Anxiety
• 2.1.4 Construct of Foreign Language Anxiety
• 2.1.5 Sources of Foreign Language Anxiety
• 2.1.6 Measures of Language Anxiety
• 2.2. Review of Learning Strategies in Foreign Language Learning
• 2.2.1 Definition of Learning Strategies
• 2.2.2 Classifications of Language Learning Strategies
• 2.2.3 Researches on Language Learning Strategies
• 2.3. The Relationship between Foreign Language Anxiety,Learning Strategies and Achievement
• 2.4. Limitations of the Previous Studies
• 3 RESEARCH DESIGN
• 3.1. Participants
• 3.2. Research Method and Instruments
• 3.2.1 Quantitative Study
• 3.2.2 Qualitative Study
• 3.3. Procedure
• 3.4. Data Collection and Statistical Procedures
• 4 STUDY RESULTS AND DISCUSSION
• 4.1. Results Related to the First Research Question
• 4.2. Results Related to the Second Research Question
• 4.3. Results Related to the Third Research Question
• 4.3.1 Correlation between Foreign Language Anxiety and Use of Learning Strategies
• 4.3.2 Correlation between Foreign Language Anxiety and Achievement
• 4.3.3 Characteristics of the Strategy Use by High-achievement and Low-achievement Students in High-anxiety Group
• 4.4. Results Related to the Fourth Research Question
• 4.4.1 Achievement Differences
• 4.4.2 Foreign Language Anxiety Degree Differences
• 4.4.3 Differences of Learning Strategy Use
• 4.4.4 Discussion
• 4.5. Results from Learning Diary,Classroom Observation and Interview
• 4.6. Anxiety and Learning Strategy Training from Students'Perspective
• 5 CONCLUSION
• 5.1. Findings of the Study
• 5.2. Teaching hnplications
• 5.2.1 Critically Examining Common Assumptions Underlying the Previous Strategy Training and Research on Strategies
• 5.2.2 Teaching Suggestions
• 5.3. Limitations of the Present Study
• 5.4. Suggestions for Further Research
• REFERENCES
• APPENDIX
• A 英语学习焦虑问卷
• B 英语学习策略问卷
• 学位论文数据集