农村高中英语学习倦怠现状调查与研究 ——以新化县高中生为例

论文摘要

美国基础临床心理学家费登伯格(1974年)首次提出了职业倦怠的概念,在以后的几十年里工作倦怠一直是倦怠研究的中心问题。不过,随着研究的深入,有不少学者提出在学习过程中学生也会产生倦怠现象。在国外和我国台湾学者的研究中主要是以大学生为研究对象,对于高中生的学习倦怠现象研究才刚刚起步。尤其是对农村高中学生这一特殊群体的英语学习倦怠研究是少之又少。农村高中学生由于受外在条件和英语学科特点的限制,因此对其研究具有一定的特殊性。本文旨在了解湖南省新化县农村高中学生英语学习倦怠的现状及其影响因素,且在此基础上提出缓解高中生英语学习倦怠的建议。笔者对湖南省新化县三所农村高中的286位学生进行了问卷调查。问卷一从二语习得情感过滤影响因素动机和焦虑展开,问卷二从情感衰竭、行为不当和低成就感三个维度展开,了解英语学习动机、焦虑、自我效能感和其他外在因素对英语学习倦怠的影响。同时对个别学生进行访谈。调查结果表明农村高中学生的英语学习倦怠总体上偏高,其中低成就感得分最高,其次是行为不当和情感衰竭;英语学习倦怠与英语学习动机和焦虑有密切的联系,学习动机与英语学习倦怠呈负相关,而焦虑与之呈正相关;性别、年级、自评成绩和不同的学校都是影响英语学习倦怠的影响因素;高考的压力和父母老师的期望也影响学生的英语学习倦怠。基于调查结果,笔者提出了一些缓解农村高中生英语学习倦怠的应对策略。

论文目录

• Acknowledgements
• Abstract
• 摘要
• List of Tables
• List of Abbreviations
• Chapter One Introduction
• 1.1 Research background
• 1.2 Purpose of the research
• 1.3 Significance of the research
• 1.4 The framework of the thesis
• Chapter Two Literature Review
• 2.1 Learning burnout
• 2.1.1 The definition of burnout
• 2.1.2 The definition of learning burnout
• 2.1.3 The structure and measurement of learning burnout
• 2.2 Study of learning burnout abroad
• 2.3 Study of learning burnout at home
• Chapter Three Theoretical Framework
• 3.1 The acquisition and learning hypothesis
• 3.2 The affective filter hypothesis
• 3.2.1 Language learning motivation
• 3.2.2 Language anxiety
• 3.2.3 Self-esteem
• Chapter Four Research Methodology
• 4.1 Participants
• 4.2 Instruments
• 4.2.1 Questionnaires
• 4.2.2 The interview
• 4.3 Procedure of data-collection
• Chapter Five Results and Discussion
• 5.1 Reliability and validity of the questionnaires
• 5.1.1 Reliability analysis of the questionnaires
• 5.1.2 Validity analysis of the questionnaires
• 5.2 Students’English learning motivation and anxiety
• 5.2.1 Instrumental motivation
• 5.2.2 Integrative motivation
• 5.2.3 Learning anxiety
• 5.3 General description of the students’ELB
• 5.4 Differences of the participants’ELB
• 5.4.1 The gender differences of the students’ELB
• 5.4.2 The grade differences of the students’ELB
• 5.4.3 Self-assessed academic record differences in students’ELB
• 5.4.4 The school differences of the students’ELB
• 5.5 Comparison of the performances among the three groups
• 5.6 Discussion
• 5.6.1 Fostering the students’English learning interest and motivation
• 5.6.2 Increasing the students’linguistic confidence and self-efficacy
• 5.6.3 Helping the students alleviate learning pressure
• 5.6.4 Making the language teaching methods more reasonable
• Chapter Six Conclusion
• 6.1 Major findings of the present study
• 6.2 Suggestions for further research
• References
• Appendix A
• Appendix B
• Appendix C
• Appendix D
• Appendix E
• Appendix F
• Appendix G