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英语专业学生语言焦虑与学习策略选择的相关研究
时间:2012-10-24 浏览次数:1224次 无忧论文网
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【中文题名】 英语专业学生语言焦虑与学习策略选择的相关研究 【英文题名】 English Majors' Language Anxiety and the Choice of Learning Strategies 【中文摘要】 二十世纪七十年代以来,二语/外语习得/学习的研究从“如何教”转到“如何学”,现代外语教学理论把外语学习主体摆在了重要位置。为了促进全人发展,人本主义教学理念越来越受到重视。语言教学理论家开始重视对学习者个人因素的研究,而情感与学习策略是个人因素的两个重要组成部分。以Rogers为代表的人本主义教育学家十分注重教学中的情感因素,他们认为学习本身就应包括认知和情感两个方面并提出了智能和情感之全人学习的概念,强调个人对学习的喜爱情感在学习中的作用(Rogers1969,卢家楣2002:21)。在语言教学中,情感是指制约学习行为的感情 【英文摘要】 The research on second/foreign language acquisition/learning has been transferred from “how to teach” to ‘‘ how to learn’’ since 1970’s. Learners are in an important position in modern language teaching theory. Humanistic teaching concept has been given more and more attention to promote the development of whole person. Language teaching theorists begin to attach importance to the research on individual language learners. Affect and learning strategies are two important components in this field. Chapter I Introduction 9-11 1.1 The rationale of the study 9-10 1.2 Research orientation 10-10 1.3 The contents of the remaining chapters 10-11 Chapter II Literature Review 11-21 2.1 Overview 11-11 2.2 Theoretical and empirical review on anxiety and strategies 11-17 2.2.1 Perspectives in anxiety research 11-15 2.2.2 Literature review on strategies 15-17 2.3 The relationship between anxiety and strategies 17-20 2.3.1 Ellis’s model 17-17 2.3.2 MacIntyre’s model 17-21 2.4 Summary 20-21 Chapter III Conceptual Frameworks of the Study 21-29 3.1 Overview 21-21 3.2 Introduction to the conceptual frameworks 21-27 3.2.1 Horwitz et al’s construct of anxiety 21-22 3.2.2 Oxford’s conceptualization of strategies 22-27 3.3 Two scales for measuring anxiety and strategies 27-27 3.3.1 Foreign Language Classroom Anxiety Scale 27-27 3.3.2 Strategy Inventory for Language Learning 27-33 3.4 Summary 27-29 Chapter IV The Study 29-33 4.1 Overview 29-29 4.2 Research questions 29-29 4.3 Research hypotheses 29-30 4.4 Variables 30-30 4.5 Subjects 30-31 4.6 Instruments 31-31 4.7 Data collecting procedure 31-32 4.8 Data analytical methods 32-33 Chapter V Results of the Study 33-47 5.1 Overview 33-33 5.2 Results of the study 33-44 5.2.1 Reliability of the instruments 33-34 5.2.2 Descriptive and inferential statistic for anxiety andstrategies 34-40 5.2.3 The effects of overall anxiety on the overall strategies 40-40 5.2 4 The effects of different levels of overall anxietyon overall strategies 40-41 5.2 5 The effects of subcategories of anxiety on the choice ofsubcategories of strategies 41-44 5.3 Summary of the results 44-47 5.3 1 Reliability of the FLCAS and the SILL in Chinesecontext 44-45 5.3.2 Results of the research questions 45-47 Chapter VI Discussion of the Results 47-51 6.1 Overview 47-47 6.2 Discussion of the major findings 47-49 6.2.1 Sources of anxiety 47-49 6.2.2 Negative correlation between anxiety and strategies 49-51 6.3 Groups with different levels of anxiety preferring to choosedifferent strategies 49-51 Chapter VII Conclusion 51-054 7.1 Pedagogical implications 51-53 7.1.1 Anxiety reduction strategies 51-52 7.1.2 Related strategy training 52-065 7.2 Limitations 53-53 7.3 Recommendation for the future research 53-065 Bibliography 054-56 Appendixes 56-061 Abstract in English 061-065 中文摘要 065-67
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