山东科技大学非英语专业学生英语阅读焦虑的实证研究

论文摘要

阅读在语言学习中占有重要的地位。阅读效果受众多因素的影响,其中,情感是影响阅读的一个重要因素,而焦虑是阅读学习中重要的情感变量之一。本文是对山东科技大学非英语专业二年级学生英语阅读焦虑状况的一项实证研究。以80名山东科技大学非英语专业二年级的大学英语学习者为研究对象,通过使用定量研究和定性研究相结合的研究方法,对非英语专业大学生阅读焦虑状态进行了研究。调查的数据和信息表明：非英语专业的英语阅读焦虑状况是存在的,非英语专业学生都在不同程度上经历英语阅读焦虑,性别差异与外语阅读焦虑之间的相关性是显著的,而且男生阅读焦虑显著高于女生。学习英语时间不同的学生在外语阅读焦虑上也表现出了差异,学习英语时间长的学生阅读焦虑明显低于阅读时间短的学生；非英语专业学生英语阅读焦虑的程度也受学生个人因素(如对阅读难易程度的感知、对自我阅读能力的评价)的影响；定性研究除了进一步验证定量的研究成果之外,还显示了五个引起非英语专业学生阅读焦虑的可能性根源,即生词、不熟悉的文本类型和内容、阅读速度慢和缺乏有效的阅读策略和不明确的阅读目标。基于上述研究结果,本文就如何降低非英语专业学生英语阅读焦虑,提高阅读效率提出了建议。帮助学生正确地对待阅读焦虑,创建低焦虑的阅读课堂,进行有效的阅读策略培训,提供适合学生水平的阅读材料,帮助学生提高阅读信心；建立切合实际的阅读计划和目标,提高跨文化知识学习的意识等降低阅读焦虑,提高英语阅读效率和成绩。最后,作者指出了本研究的局限性并对今后研究提出了建议。

论文目录

• 摘要
• Abstract
• Introduction
• Background of the Study
• Significance of the Present Study
• Organization of the Thesis
• Chapter 1 Literature Review
• 1.1 Anxiety
• 1.1.1 Definitions of Anxiety
• 1.1.2 Classification of Anxiety
• 1.2 Studies on Foreign Language Anxiety
• 1.2.1 Definitions of Foreign Language Anxiety
• 1.2.2 Effects of Foreign Language Anxiety
• 1.3 Reading Anxiety
• 1.3.1 An Overview of Reading Anxiety
• 1.3.2 Previous Studies on FL Reading Anxiety
• 1.4 Theoretical Framework of Present Study
• 1.4.1 Krashen's Affective Filter Hypothesis
• 1.4.2 The Theory of Information-processing
• Chapter 2 Research Methodology
• 2.1 Research Questions
• 2.2 Subjects
• 2.3 Instruments
• 2.3.1 Questionnaire
• 2.3.2 Interview
• 2.4 Data Collection and Analysis
• Chapter 3 Results and Discussion
• 3.1 Results and Discussion of Research Question1
• 3.1.1 Validity of FLARS
• 3.1.2 Reliability of Adapted FLARS
• 3.1.3 The Existence of Reading Anxiety among Non-English Majors
• 3.2 Results and Discussion of Research Question2
• 3.2.1 Classification of Reading Anxiety Groups
• 3.2.2 Relationship of Participants' Perceptions of Difficulty of English Reading and Their Levels ofReading Anxiety
• 3.2.3 Relationship of Participants' Self-perceived English Reading Ability and Their Levels of ReadingAnxiety
• 3.3 Results and Discussion of Research Question3
• 3.3.1 Gender
• 3.3.2 Years of English Learning
• 3.3.3 Region
• 3.4 Results and Discussion of Research Question4
• Chapter 4 Implications and Suggestions
• 4.1 Encouraging Students to Treat Reading Anxiety Correctly
• 4.2 Creating a Low-anxiety Reading Environment in Class
• 4.3 Training Reading Strategies Timely and Effectively
• 4.4 Involving Students in Setting Appropriate and Practical Reading Goals and Plans
• 4.5 Cultivating Students' Positive Reading Mind
• 4.6 Strengthening Cross-culture Awareness
• 4.7 Exposing Appropriate-level Reading Materials
• Conclusion
• Major Findings
• Limitations of the Study
• Recommendations for Further Study
• Bibliography
• Acknowledgements
• Main Work Achievement of the Author during Working on Master Paper
• Appendix Ⅰ Questionnaire
• Appendix Ⅱ Interview Syllabus