当前位置: > 硕士毕业论文 > 30000字硕士毕业论文基于外语学习系统的中国高中生英语阅读焦虑分析

30000字硕士毕业论文基于外语学习系统的中国高中生英语阅读焦虑分析

论文类型:硕士毕业论文
论文字数:30000字
论点:研究,外语教学,北京
论文概述:

研究外语阅读焦虑,有助于学习者和教师了解语言学习的过程和焦虑产生的根源,对外语阅读教学有指导性意义。

论文正文:

Chapter One Introduction    In recent years, researchers in second language teaching and acquisition areashave gradually realized that only by the in-depth observation and scientific analysis ofESL learners\' study can they better grasp learners\' learning features. At the same time,latest  research  results  of  related  branches  such  as  theoretical  linguistics,sociolinguistics, psycholinguistics, etc., also give rise to studies on English as thesecond language (ESL) learners\' learning process and ESL teaching environment.Through these studies, researchers believe that they\'ve achieved better understandingon secondlanguage acquisition (SLA)(束定芳,庄智象,1996)and organize ESL teaching activities moreeffectively.    Before 1970s, studies of SLA mainly focus on intelligence, aptitude, etc. In 1973,Brown began to investigate the effect of affective variables in language learning. Hepoints out affective factors are closely related to ESL learners\' success and failure,and anxiety is one of the important affective variables.    1.1 Background of the Study    Since China\'s reform and opening policy, people have get access to the outsideworld. English, as one of the most popular used languages over the world becomeChina\'s major second language. Chinese high school students also feel the importanceand necessity of learning English which can contribute to their knowledge and abilityof their study and even realize their self-values. But there is a factor that has beenconsidered as key in deciding an ESL learner\'s success and failure can affect ESLlearning, which is affective variable. In 1960, with the rise and development ofhumanistic  psychology,  affective  problems  in  SLA have  been  highly  valued.Humanistic psychologists and educators hold that education should be able to promotepeople\'s over-all development, but to achieve that, affective factors and cognitivefactors  should  be treated  as  important  as  other targets.  The  Basic EducationCurriculum Reform (Trial, The Ministry of Education of the People\'s Republic ofChina, 2pO1) has clearly put forward its reform targets in which student-centerededucation is mentioned. Looking into the students themselves makes affective factorsattract much more attention than ever before. In 2003, the OrdinarySchoolEnglish Curriculum Standards {Trial, The Ministry of Education of the People\'sRepublic of China, 2003) also clearly points out emotions and attitudes are crucialfactors that can affect students\' study and development. Gardner and MacIntyre (1991)regard anxiety the biggest affective obstacles in language acquisition. Therefore, howto conquer and deal with anxiety in ESL learning arouses teachers and researchers\'concern.    In  psychology,  anxiety  is  a  very  complex  emotion  composed  by  fear,compunction, anger, pain, etc.(彭龄,2004). In Europe and America, as far back as1940 or SOs anxiety has been a focus in studies and practices by educationalpsychology researchers. After 1980s, with the development of SLA, some researcherssuch as Gardner, Steinberg, Young reached an agreement on the relationship betweenaffective variables and foreign language learning. More and more Chinese researchersare paying close attention to the effect of affective factors in language learning too.    Relevant studies abroad include researches on anxiety state of language learners,by Horwitz and Cope (1991). Researchers like Young (1992) studied on the effect ofanxiety to  foreign language  learning,  MacIntyre  and Gardner(1991)  conductedquantitative research on anxiety, and Steinberg and Horwitz (1986) studied on therelation between  anxiety and  specific  aspects of SLA,  like  foreign languageachievements, etc. However, most of these anxiety studies are about class anxiety,spoken English anxiety. For language reading anxiety, there are Satio, Horwitz andGarza (1999) who studied on the foreign language reading state over 383 Americanstudents, and instrument are their self-made Foreign Language Reading Anxiety Scale(FLRAS). The results show that foreign language reading anxiety does exist; it maybe  triggered  by  different  reasons,  and  can  affect  foreign  language  learningachievements.  Domestic research on FLRA over the past 30 years have displayed increasingtendency. There are researchers like Shi Yunzhang, Chen Suhong, etc, who studied onthe relations between foreign language reading anxiety and English achievements, andother variables.  References1.  Brown, H.D. Principles of Language Learning and Teaching [M].北京:外语教学与研究出版社,2001.2.  Ellis, R. Understanding Second Language Acquisition [M]. Oxford University Press, 1985.3.   Horwitz, E., M. Horwitz&J. Cope. Foreign Language Classroom Anxiety [A]. In Horwitz E.&Young D. Language Anxiety: From Theory and Research to Classroom Implications[C] Englewood Cliffs, NJ: Prentice HaII, 1991.4.   Horwitz, E. Preliminary Evidence for the Reliability and Validity of a Foreign Language Anxiety Scale [J]. TESOL Quarterly] 1986.5.   Krashen, Stephen. Second Language Acquisition and Second language Learning.  Oxford: Pergamon Press, 19816.   Krashen, S. The Input Hypothesis: Issues http://sblunwen.com/gzyylw/  and Implications [M]. London:Longman, 1985.7.   Krashen,S.D. 1985. Applications of psycholinguistic research to the classroom. In C.  James(Ed.),  Practical  applications  of  research  in  foreign  language teaching(pp.51-66). Lincolnwood, IL: National Textbook Co.8.   MacIntyre, P D.,&Gardner,R.C.1991a.Language anxiety: Its relation to other anxieties and to processing in native and second languages[J]. Language Learning, 41,513-534.9.   Maclntyre, PD.,&Gardner,R.C.1991 .b.  Methods and results in the study of  anxiety and language learning: A review of the literature. Language Learning[月.  41,85一117.10. Saito      Y,  and  Samimy,K.  1996  Foreign  language  anxiety  and  language performance:  a  study  of  learner  anxiety  in  beginning,  intermediate,  and advanced-level college students of Japanese[J]. Foreign Language Annals,29:23911.Saito, Y,Horwitz, E.K.&Garza,T.J.1999.Foreign language reading anxiety[J]. The Modern Language Journal 83, 2(202-218).12. Sellers, V D. 2000. Anxiety and reading comprehension in Spanish as a foreign language [J]. Foreign Language Annals 33/5:512-52113. Stern,H.H.  1999.  Fundamental  Concepts  of Language  Teaching.  Shanghai: Shanghai Foreign [M]. Language Education Press.14. Spielberger,C.D. 1972.Anxiety:Current trends in theory and research[M]. New York: Academic Press.15. Sae Matsuda, Peter Gobel. Anxiety and predictors of performance in the foreign  language classroom [J]. System,2004,32(1):21-3616. Tsung-Yuan Hsiao, 2002. Unidimentionality of the Chinese version of the foreign  language reading anxiety scale [J]. Perceptual& Motor Skills 95:927-934.  基于FLRAS的中国高中生英语阅读焦虑研究摘要 5-6Abstract 6Chapter One Introduction 13-17    1.1 Background of the Study 13-15    1.2 Significance of the Present Study 15-17    1.3 Structure of the Thesis 17Chapter Two Literature Review 17-29    2.1 Theoretical Foundations 18-20        2.1.1 Humanistic psychology and foreign language learning anxiety 18-19        2.1.2 Affective filter hypothesis and foreign language learning 19-20    2.2 Anxiety 20-23        2.2.1 Definition of anxiety 20        2.2.2 Classification of anxiety 20-23    2.3 Foreign Language Anxiety 23-26        2.3.1 Definitions of foreign language anxiety 23        2.3.2 Sources of foreign language anxiety 23-25        2.3.3 Studies on foreign language learning anxiety 25-26    2.4 Foreign Language Reading Anxiety 26-29        2.4.1 Reading and reading anxiety 26-27        2.4.2 Studies on reading anxiety 27-29Chapter Three The Empirical Study on the English Reading Anxiety State ofHigh School Students in Beijing Feng Tai NO.2 Middle School 29-37    3.1 Research Questions 29-30    3.2 Participants 30-33        3.2.1 Survey participants 30-33        3.2.2 Interview participants 33    3.3 Research Method 33-34    3.4 Instruments 34-36        3.4.1 Questionnaire 34-35        3.4.2 Semi-structured interview 35-36    3.5 Data Collection 36    3.6 Data Treatment 36-37Chapter Four Results and Discussions 37-60    4.1 Data Description 37-38    4.2 Research Question 1:For students of different English learning expectations,English reading motivations, and chances of talking with foreigners, are there significantdifferences between English reading anxiety and English achievement? 38-43        4.2.1 Participants of different English learning expectations 38-41        4.2.2 Participants of different English reading motivations 41-42        4.2.3 Participants of different English talking chances with foreigners 42-43    4.3 Research Question 2:Among the high, average and low levels of English readinganxiety groups, are there any significant differences? 43-49        4.3.1 Are there great differences in English achievements, objective scores and subjective scores among the high, average and low English reading anxiety groups? 44-46        4.3.2 Are there significant differences in English reading comprehension anxiety, reading method anxiety and reading confidence among the three groups? 46-48        4.3.3 Are there significant differences in English Learning Years of the Three Groups 48-49    4.4 Research Question 3:Are there significant differences in English reading anxietylevel between classes, boy and girl students and the twice FLRAS surveys? 49-60        4.4.1 English reading anxiety and English achievements 49-50        4.4.2 English reading anxiety and gender 50-54        4.4.3 English reading anxiety and classes 54-58        4.4.4 English reading anxiety fluctuation through time 58        4.4.5 Comparison with other research results of home and abroad 58-60Chapter Five Conclusion 60-67    5.1 Main Findings of the Study 60-61    5.2 Pedagogical Implications 61-65        5.2.1 Providing students comprehensible input 62-63        5.2.2 Increasing students\' confidence of foreign language learning 63-64        5.2.3 Attaching importance to cultural input,reducing foreign language readinganxiety from cultural differences 64-65        5.2.4 Training reading strategies 65    5.3 Limitations of This Study and Subsequent Research Plan 65-67References 67-69Appendix 1:Questionnaires 69-71Appendix 2:Interview Syllabus 71-72Acknowledgements 72