英语专业和非英语专业学生学习策略和语言焦虑对比研究

VIP免费

3.0 陈辉 2024-11-19 5 4 606.29KB 80 页 15积分

侵权投诉

ABSTRACT

This thesis is an empirical study, the main purpose of which is to examine the

relationship between foreign language anxiety and the employment of strategies of

English learners in University of Shanghai for Science and Technology (USST). The

focus is on the relationship between language anxiety level and the frequency of

strategy use between English majors and non-English majors in Grade Two。.

This investigation employs two scales: one is Foreign Language Classroom

Anxiety Scale, which entails communication apprehension, test anxiety and fear of

negative evaluation ；the other is Strategy Inventory for Language Learning, which

includes memory strategies, cognitive strategies, compensation strategies, metacognitve

strategies, affective strategies and social strategies. By means of SPSS software of 11.5,

the author makes analysis of the data collected. Major findings of the thesis are as

follows.

1. Language anxiety is negatively associated with the choice of strategies use.

The participants of non-English majors experience a higher level of language

anxiety and use fewer strategies than their counterparts---English majors.

2. Among the three anxiety types, English majors are more sensitive to negative

evaluation while non-English majors are more communication-anxious.

3. The study reveals that the anxiety level of the learners is closely related to the

frequency of strategy use. On the whole, low anxiety group utilize more

strategies than high anxiety group.

4. Among English majors, cognitive strategies, metacognitive strategies and

social strategies are more used by low anxiety group than their high anxiety

counterparts. Among non-English majors, low anxiety group employ more

overall strategies and sub-types of strategies than high anxiety group

Finally, some pedagogical suggestions are offered, limitations of the study are put

forward and further researches are suggested.

Key words: Foreign Language Anxiety, Learning Strategies, English

Majors, non-English Majors

iii

摘要

本篇论文是一项实证研究，主要目的是研究语言焦虑和学习策略之间的相关

性。调查对象是上海理工大学英语专业和非英语专业二年级学生，对两组学生在

焦虑水平和英语学习策略的使用进行了调查研究。

本项研究采用了两个调查量表：外语焦虑量表（Foreign Language Classroom

Anxiety Scale），包括交际焦虑、测试焦虑和负评价焦虑三种焦虑类型；学习策略

调查量表（Strategy Inventory for Language Learning），包括记忆策略、认知策略、

补偿策略、元认知策略、情感策略以及社会策略等六种学习策略。然后利用社会

科学统计软件包 SPSS（11.5）对所得的原始数据进行处理和分析。本文主要得出

以下结论：

第一，语言焦虑和学习策略运用呈负相关。非英语专业学生比英语专业学生

表现出较高的焦虑水平和使用较少的学习策略。

第二，在三种语言焦虑类型中，英语专业学生对负评价最敏感，而非英语专

业学生的交际焦虑程度最高。

第三，焦虑程度的高低和学习策略运用频率有密切关系。总的来说，低焦虑

组比高焦虑组使用较多的学习策略。

第四，英语专业学生中的低焦虑组比高焦虑组使用较多的认知策略，元认知

策略和社交策略。非英语专业学生中，低焦虑组学生在每一种策略的

使用频率上都比高焦虑组高。

结束语中，论文提出几点教学建议，指出了此研究的局限性，并为将来进一

步研究提出了意见。

关键词：语言焦虑学习策略英语专业学生非英语专业学生

LIST of ABBREVIATIONS

FLCAS------ Foreign Language Classroom Anxiety Scale

FLA---------- Foreign Language Anxiety

CO------------Communication Apprehension

TE-------------Test Anxiety

FE-------------Fear of Negative Evaluation

SILL----------Strategy Inventory for Language Learning

LLS-----------Language Learning Strategies

MEM---------Memory Strategies

COG----------Cognitive Strategies

MET-----------Metacognitive Strategies

AFF------------Affective Strategies

SOC------------Social Strategies

ESL------------ English as a Second Language

L1---------------the First Language

L2---------------the Second Language

CONTENTS

ACKNOWLEDGEMENTS ............................................................................................ i

ABSTRACT .....................................................................................................................ii

摘要 ........................................................................................................................... iii

LIST of ABBREVIATIONS .......................................................................................... iv

Chapter One Introduction ..............................................................................................1

§1.1 Background of the Study ................................................................................... 1

§1.2 Rationale of the Study ........................................................................................2

§1.3 Significance of the Study ................................................................................... 3

§1.4 Organization of the Thesis ................................................................................. 5

Chapter Two Literature review .................................................................................. 6

§2.1 Anxiety ............................................................................................................... 6

§2.1.1 Definition ................................................................................................. 6

§2.1.2 Classification of Anxiety ..........................................................................6

§2.1.3 Foreign Language Anxiety .......................................................................7

§2.1.3.1 Concept of Foreign Language Anxiety ................................................. 7

§2.1.3.2 Types of Foreign Language Anxiety ..................................................... 7

§2.1.3.3 Effects of FLA on Foreign Language Learning .................................... 8

§2.1.3.4 Sources of Foreign Language Anxiety ..................................................9

§2.2 Language Learning Strategies ..........................................................................11

§2.2.1 Definition of Learning Strategies ...........................................................11

§2.2.2 Classification of Learning Strategies ..................................................... 12

§2.2.2.1 O’Malley and Chamot’s Classification ............................................... 12

§2.2.2.2 Oxford’s Classification ....................................................................... 12

§2.2.2.3 Cohen’s Classification ........................................................................ 13

§2.2.2.4 Wen Qiufang’s Classification ..............................................................14

§2.2.3 Effects of Learning Strategies on Foreign Language Leaning .............. 15

§2.2.3.1 Common Features of Good Language Learners ................................. 15

§2.2.3.2 The Relationship between LLS and Foreign Language Learning ...... 15

§2.2.4 The Factors Affecting Strategies Use .....................................................16

§2.3 The Relationship between FLA and LLS .........................................................17

§ 2. 3.1 Ellis’ Model ..........................................................................................17

§2.3.2 MacIntyre’s Model .................................................................................20

§2.4 Theoretical Framework of the Study ............................................................... 20

§2.4.1 Introduction ............................................................................................20

§2.4.2. Horwitz et al’s Framework on Foreign Language Anxiety ...................21

§2.4.3. Oxford’s Framework on Foreign Language Learning Strategies ......... 22

Chapter Three Methodology ........................................................................................23

§3.1 Research Questions .......................................................................................... 23

§3.2 Participants .......................................................................................................25

§3.3 Measures .......................................................................................................... 25

3.3.1. Foreign Language Classroom Anxiety Scale (FLCAS) ..........................25

3.3.2. The Strategy Inventory for Language Learning (SILL) ..........................26

§3.4 Research Procedure ..........................................................................................27

Chapter Four Results of the Study .............................................................................. 28

§4.1 Data Collection ................................................................................................ 28

§4.2 Reliability of the Instruments ...........................................................................28

§4.3 General Tendency of Foreign Language Anxiety ............................................ 29

§4. 4 General tendency of Learning Strategies ........................................................ 33

§4.5 The Relationship between FLA and LLS .........................................................38

§4.6 Comparison between High and Low-Anxiety Group ...................................... 40

§4.6.1 Analysis of English Majors .................................................................... 41

§4.6.2 Analysis of non-English Majors ............................................................ 42

Chapter Five Discussions of the Results ..................................................................... 44

§5.1 Assessing Anxiety-Provoking Situations ......................................................... 44

§5.2. Assessing Strategy Use ................................................................................... 46

§5.3 Negative Correlation between FLA and LLS .................................................. 48

Chapter Six Conclusion and Pedagogical Implications .............................................51

§6.1 Summaryof the Findings of the Study ............................................................ 51

§6.2 Pedagogical Implications ................................................................................. 52

§6.2.1 Strategies for Dealing with Classroom Language Anxiety ....................52

§ 6.2.2 Learning Strategies Training.................................................................54

§6.2.3 Bridging the Gap between High and Low Anxiety Group in Choosing

Learning Strategies ........................................................................................... 56

§6.3 Limitations ................................................................................................ 57

§6.4 Suggestions for Further Research ............................................................. 58

Appendix ........................................................................................................................60

Bibliography .................................................................................................................. 71

在读期间公开发表的论文 ............................................................................................ 76

Chapter One Introduction

In chapter one, the author gives a brief introduction to the background,

significance and rationale of the study. At the end of the chapter, the organization of

the whole thesis is presented.

§1.1 Background of the Study

Having learned the term anxiety in some psychological books, the author

understands that anxiety is associated with such negative feelings as uneasiness,

frustration, self-doubt, apprehension and tension. As defined by Scovel (1978:134),

anxiety is “a state of apprehension, a vague fear that is indirectly associated with an

object.” Almost everybody has experienced a sense of anxiety, especially language

learners. As one of the principal tenets of the Natural Approach to language teaching,

“the affective filter hypothesis” proposed by Krashen(1982) studies the language

learners’ emotional state or attitudes. The theory states that emotions, as an adjustable

filter, block input necessary to language acquisition. In Krashen’s view, acquirers

with a low affective filter seek and receive more input, interact with confidence, and

are more receptive to the input they receive. On the contrary, anxious acquirers, have

a high affective filter, preventing acquisition from taking place. This hypothesis has

been applied to many studies in China to explore the influence of language anxiety on

language learning. The empirical study in this thesis attempts to further the study of

second language acquisition in China by exploring the use of language learning

strategies (LLS) and foreign language anxiety (FLA) between English and

non-English majors. The author has long kept wondering whether the level of

language anxiety and the choice of strategies in foreign language learning are similar

or not between these two groups. What are the differences and similarities between

these two groups in strategies use? Do English majors have the same level of anxiety

as non English majors? What are the relationships between the level of foreign

language anxiety and the frequency of strategy use? Do high anxiety group employ

the same strategies as the low anxiety group? In order to further explore these issues,

the author has done a great deal of reading concerning the two fields. With a survey

文档加载中……请稍候！
如果长时间未打开，您也可以点击刷新试试。

下载文档到电脑，查找使用更方便

15 积分 4人已下载

立即下载 VIP免费下载

摘要：

iiABSTRACTThisthesisisanempiricalstudy,themainpurposeofwhichistoexaminetherelationshipbetweenforeignlanguageanxietyandtheemploymentofstrategiesofEnglishlearnersinUniversityofShanghaiforScienceandTechnology(USST).Thefocusisontherelationshipbetweenlanguageanxietylevelandthefrequencyofstrategyusebetwee...

展开>> 收起<<

英语专业和非英语专业学生学习策略和语言焦虑对比研究.pdf

共80页,预览8页

还剩页未读，继续阅读

英语专业和非英语专业学生学习策略和语言焦虑对比研究

相关推荐

开通VIP享超值会员特权

作者详情

相关内容

推荐作者

热门标签

举报选择: