An Investigation of Foreign Language Classroom Interaction Anxiety among Non-English Majors in China

论文摘要

自20世纪70年代起,众多外语学者就对焦虑对外语学习的影响及其成因进行了大量的研究。然而,事实证明,即使在外语教学方法和技巧得到了改进的情况下,焦虑仍旧广泛存在于大学外语课堂中。本研究旨在对外语课堂交互焦虑概念化,调查其形成原因。研究中的定量研究部分主要针对外语课堂交互焦虑与学业之间的关系,以及性别对外语课堂交互焦虑、交互焦虑与学业的关系的影响进行,并探究外语课堂交互焦虑的潜在构成。定性研究部分主要采取访谈的方式,调查外语课堂交互焦虑形成的原因。 研究中使用的问卷“英语课堂交互焦虑量表”是在Horwitz等人所设计的外语课堂焦虑量表（FLCAS）的基础上改编而成。量表的问题主要集中在学生对课堂交互过程所引起焦虑的感知上。由于外语课堂交互一般都是由教师引导的,而教师引导课堂交互一般都是采取语言的形式,因此,教师课堂用语的不可理解性可能会导致焦虑的形成。教师一般使用提问方式发起课堂交互,并等学生做出回应后对其表现做出相应评价。这一过程也被认为在很大程度上会导致交互焦虑。因此,定性研究主要围绕着教师课堂用语的这三个方面进行,即教师提问的方式、教师反馈的方式和汉语在课堂上的使用对交互焦虑的影响。 学生的期末成绩作为衡量其语言熟练度的标准。所有成绩均由其任课教师提供。122名西南石油学院2003级的学生参加了本次研究调查,所有学生都是由随机抽取产生。在问卷分析完成以后,根据研究目的,部分学生还接受了面谈。 定量研究结果显示:外语课堂交互焦虑主要是由言语焦虑、接收焦虑、交互畏惧和负评价焦虑构成,其中,言语焦虑是构成外语交互焦虑的重要因素;外语课堂交互焦虑与学业成绩显较低的负相关（r=-.196,p<.05）。其它的数据表明,学生的外语课堂交互焦虑程度不存在性别差异。定性研究表明:教师提问的形式（如:参考性问题）,由于涉及学习者未掌握的知识点,可能会引起言语焦虑;教师不适当的反馈的方式可能会导致负评价焦虑和交互畏惧;另外,在课堂上适当使用汉语可以降低学习者的接收焦虑。除此之外,学习者个人因素,如学习风

论文目录

• Acknowledgements
• Content
• List of Tables
• Abstract
• 摘要
• Chapter One Introduction
• 1.1. Foreign Language Anxiety and Classroom Interaction
• 1.2. Need to Study
• 1.3. Significance of the study
• 1.4. An Overview of the Dissertation
• Chapter Two Foreign Language Classroom Interaction Anxiety
• 2.1. Conceptualization of Foreign Language Classroom Interaction Anxiety
• 2.1.1. Literature Review of Foreign Language Anxiety
• 2.1.2. Definition of Foreign Language Classroom Interaction Anxiety
• 2.2. Manifestations of Foreign Language Classroom Interaction Anxiety
• 2.2.1. Anxieties Related to Teacher Initiation
• 2.2.2. Anxieties Related to Teacher Feedback
• 2.2.3. Anxieties Related to Incomprehension of Teacher Talk
• 2.3. Impact of Foreign Language Classroom Interaction Anxiety on Foreign Language Learning
• Chapter Three Foreign Language Classroom Interaction Anxiety among Non-English Majors: An Empirical Study
• 3.1. Research Design
• 3.2. Instrument
• 3.2.1. The English Classroom Interaction Anxiety Scale
• 3.2.2. Demographic Information Sheet
• 3.2.3. Outcome Measures
• 3.2.4. Interview Guide
• 3.3. Hypotheses and Research Questions
• 3.3.1. Quantitative Study
• 3.3.2. Qualitative Study
• 3.4. Pilot Studies
• 3.4.1. Quantitative Approach
• 3.4.2. Qualitative Approach
• 3.4.3. Subjects
• 3.5. Data Collection Procedure
• 3.5.1. The Survey Study
• 3.5.2. Interviews
• 3.6. Data Analysis
• 3.6.1. Quantitative Analysis
• 3.6.2. Qualitative Analysis
• Chapter Four Results
• 4.1. Quantitative Research Findings
• 4.1.1. The Underlying Structure of the Foreign Language Classroom Interaction Anxiety
• 4.1.2. Students' Levels of Foreign Language Classroom Interaction Anxiety
• 4.1.3. Foreign Language Classroom Interaction Anxiety and Achievement
• 4.1.4. The Levels of Foreign Language Classroom Interaction Anxiety between Genders
• 4.1.5. Other Findings—"Does the Use of Chinese in English Classroom Make Learners More Comfortable and Less Stressed in the Classroom Interaction?"
• 4.2. Qualitative Research Findings
• 4.2.1. Sources of Foreign Language Classroom Interaction Anxiety Connected with Teacher Talk in the IRE Sequence
• 4.2.1.1. Forms of Teacher Question
• 4.2.1.2. Ways of Teacher Feedback
• 4.2.1.3. Native Language Use
• 4.2.2. Other Possible Reasons for the Low Interaction Anxiety—Language Achievement Correlation
• Chapter Five Conclusion
• 5.1. Implication on pedagogy.
• 5.2. Limitations and Suggestions for Future Research
• References
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