中国英语学习者课堂交际畏惧与交际策略关系研究

论文摘要

McCroskey (1977a)认为交际畏惧是指“个体与其他人进行真实的或预期的交际时而产生的害怕或焦虑”。研究者一般认为,交际畏惧对交际能力的发展有负面影响,因而必须加以克服。而交际策略被认为是能实现这一目的的途径之一。交际策略最早出现在Selinker (1972)一篇讨论有关中介语问题的论文中。Ellis (1985: 182)在博采众家对交际策略的定义之长后,提出了较为完整的关于交际策略的定义:交际策略作为语言使用者的交际能力的一部分,是一种语言心理计划。这种计划具有潜在的可意识性,可作为学习者对无法完成的某一表达计划的替代。本文试图探讨交际畏惧和交际策略运用两者之间关系,并着重研究英语专业和非英语专业、研究生一年级和大学三年级、以及不同语言水平组之间在交际策略运用和交际畏惧程度方面的差异和特点。本文采用问卷调查和访谈的方法,研究本校341名学生交际畏惧程度和交际策略运用能力之间的关系。对调查数据运用SPSS12.0进行统计、分析,结果发现:1.交际策略的使用和交际畏惧程度在专业之间存在显著差异,在不同年级之间无显著差异,而在语言水平组之间体现的差异更倾向于专业之间的差异;2.交际策略的使用和交际畏惧程度之间存在负相关。从统计角度看,无法知道交际策略是交际畏惧的原因还是结果。为了找到答案,作者设计了三个访谈问题。结果发现:1.虽然学生具有一定的使用交际策略的能力,但他们的交际策略意识很低;2.学生普遍认为交际策略的使用有助于降低交际畏惧;3.对于“较低的交际畏惧是否有助于更好地使用交际策略”的问题,学生的回答不是很确定。从以上实证研究结果,本文得出结论:应提高学生交际策略意识,加强学生的交际策略能力培养。

论文目录

• 摘要
• Abstract
• Chapter One: Introduction
• 1.1 Background
• 1.2 Significance of the Study
• 1.3 Originality of the Thesis
• 1.4 Organization of the Thesis
• Chapter Two: Literature Review
• 2.1 Different Perspectives in Anxiety Research
• 2.1.1 Definition of Anxiety
• 2.1.2 MacIntyre and Gardner’s Classification of Anxiety
• 2.1.3 Language Anxiety
• 2.1.4 Communication Apprehension （CA）
• 2.2 A Sketchy Introduction to Communication Strategies （CSs）
• 2.2.1 Definition of CSs
• 2.2.2 ATypology of CSs
• 2.2.3 The Role of Communication Strategies in SLA
• 2.3 Theoretical Rationale
• 2.3.1 Definition of Anxiety
• 2.3.2 The Role of Language Anxiety in SLA
• 2.3.3 Definition and classification of CSs
• 2.3.4 The Role of CSs in SLA
• Chapter Three: The Current Study
• 3.1 Study objects
• 3.2 Methodologies
• 3.2.1 Subjects
• 3.2.2 Instrument
• 3.2.3 Procedures
• Chapter Four: Results and Discussions
• 4.1 Analysis and Discussion of Data from Questionnaire
• 4.1.1 Results and Discussions on Hypothesis One: CA and Language Anxiety Positively Correlate
• 4.1.2 Results and Discussions on Hypothesis Two: Compared with Non-English Majors, English Majors Have Higher CSs Scores;
• 4.1.3 Results and Discussions on Hypothesis Three: The Higher the Language Proficiency, the Higher the CSs Score;
• 4.1.4 Results and Discussions on Hypothesis Four: Compared with Undergraduates, Postgraduates Have Higher CSs Scores
• 4.1.5 Results and Discussions on Hypothesis Five: CSs and CA Are Negatively Correlated
• 4.1.6 Summary
• 4.2 Analysis and Discussion of Data from Interview
• 4.2.1 Question One: Do You KnowWhat CSs is?
• 4.2.2 Question Two: If you have some knowledge of CSs and know how to use it, do you think you will feel less anxious and nervous in spoken English class?
• 4.2.3 Question Three: If you feel less nervous or anxious when speaking, do you think you can use CSs more effectively?
• 4.2.4 Summary
• Chapter Five: Implications and Suggestions
• 5.1 Implications for Language Teaching
• 5.1.1 The Significance of CSs Instruction
• 5.1.2 Contents of CSs Instruction
• 5.1.3 Procedures of CSs Instruction
• 5.1.4 Summary
• 5.2 Suggestions
• 5.2.1 Suggestions for EFL Instructors
• 5.2.2 Suggestions for Educational Administrators
• 5.2.3 Suggestions for College Students
• Chapter Six: Conclusion
• 6.1 Summary of the Major Findings
• 6.2 Limitations of the Study
• 6.3 Suggestions for Future Research
• Bibliography
• Appendix
• Appendix A
• Appendix B
• Appendix C
• Acknowledgements
• Resume