刘青2006210086(2)

鲁东大学硕士学位论文

行教育教学，积极探索减轻焦虑的教学方法与方式，促进中职学校的外语教学工作。

关键词：外语学习焦虑; 中职生; 减轻焦虑; 情感

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鲁东大学硕士学位论文

Abstract

In educational and teaching field people pay more and more attention to the

affection of affective factors in order to meet the needs of the development of new era. Foreign language learning anxiety is one of the key affective factors in foreign language acquisition. It is a kind of sentiment to be felt when foreign language learners study in the classroom. Many researches at home and abroad have proven that anxiety is widely spread among students who are studying a foreign language; it can be attributed to the special traits of foreign language itself as well as teachers’ pedagogical notions and methods; it greatly affects students’ examination scores, learning emotions and learning moods. However, the target of many of these studies is for university students and secondary school students the less, but for students of secondary vocational school, it is quite few.

Based on findings from relevant studies and researches, this thesis aims at revealing a global outlook of vocational school students’ foreign language learning anxiety, exploring the factors resulting in foreign language learning anxiety and providing the correlation between foreign language learning anxiety and academic performance. The survey is made to a randomly-selected subjects sample of 340 students from Weifang Economic School which is a secondary vocational school in Shandong Province, with the usual interviews of these subjects. The instruments to be adopted include Foreign Language Classroom Anxiety Scale borrowed from Horwitz, and with the Daily Life Worries Scale for Vocational School Students organized by the writer and students’ subjects’ scores added.

The results show that compared with college students, vocational school students have relatively higher level of foreign language learning anxiety which is mainly reflected in speaking, being questioned and taking examinations. Through comparison between the different grades，it also shows that the anxiety level of students from grade two is the highest. Some factors such as academic burden, studying environment, partner relationship, personality and relationship between teachers and students are related to foreign language learning anxiety. These factors are also the things which students feel worried about in their daily life. This thesis also shows that foreign language learning anxiety is negatively correlated with foreign language performance; the higher the anxiety level is, the greater is its negative influence on language acquisition. Dividing the students into low- point group and high-point group, it is found that low-point group students are more afraid of being asked questions, less confident, more afraid of the negative evaluation from teachers and so on.

Based on the former discoveries as well as the writer’s teaching experience and usual talk with students about their foreign language learning anxiety, this thesis proposes some effective measures and directions to reduce this anxiety. First of all, teachers should completely recognize that foreign language learning anxiety greatly affects not only students’ studying result but also their physical and psychological health. Second, teachers should focus on teaching language artistic, entertaining and implementing the principle of joyful study and strive to create a low-anxiety

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鲁东大学硕士学位论文

classroom atmosphere. At last, teachers must enhance the students’ psychological education, help them to overcome some unfavorable factors psychologically, enhance their ability to adapt to the environment, and train them to be emotionally stronger with their foreign language learning..

This study is a further complement and improvement for the theory of Foreign Language Anxiety. Yet what is more important is to have some practical significance. It can push the foreign language teachers to apply the theory of Foreign Language Anxiety to their teaching practice, to explore ways to reduce anxiety in order to promote their English teaching.

Key words: foreign language learning anxiety; vocational school students; anxiety

reduction; emotion

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鲁东大学硕士学位论文

目 录

中文摘要 ........................................................... 1 Abstract ........................................................... 3 目 录 .............................................................. 5 一、引言 ........................................................... 7

（一）研究的背景 ................................................ 7 （二）研究的必要性 .............................................. 7 （三）研究的目的和意义 .......................................... 8 二、相关理论研究 ................................................... 9

（一）焦虑及其相关研究 .......................................... 9

1. 焦虑的定义................................................ 9 2. 焦虑的类型................................................ 9 3．焦虑的表现形式........................................... 10 4．焦虑的影响因素........................................... 11 （二）外语学习焦虑及其相关研究 ................................. 11

1. 外语学习焦虑的定义....................................... 11 2. 外语学习焦虑的构成....................................... 12 3．外语学习焦虑的影响因素................................... 13 4．外语学习焦虑对学习的影响................................. 14 （三）本研究的问题设计 ......................................... 15 三、中职生外语学习焦虑实证研究 .................................... 16

（一）研究对象 ................................................. 16 （二）研究工具 ................................................. 16 （三）研究过程 ................................................. 17 （四）数据结果和分析 ........................................... 18

1．中职生外语学习焦虑总体状况............................... 18 2．中职生外语学习焦虑影响因素探究........................... 22 3. 中职生外语学习焦虑与学习成绩的相关研究................... 25 （五）研究结果讨论 ............................................. 30

1．关于中职生外语学习焦虑总体状况的讨论..................... 30 2．关于影响中职生外语学习焦虑因素探究的讨论................. 32 3．关于成绩与焦虑相关性的讨论............................... 32

四、减轻中职生外语学习焦虑的措施 .................................. 34

（一）减轻中职生外语学习焦虑的必要性 ........................... 34

1．外语学习焦虑影响外语学习效果............................. 34 2．外语学习焦虑影响中职生的身心健康......................... 35 （二）具体措施的实施 ........................................... 36

1．营造低焦虑的课堂氛围..................................... 36 2. 加强中职生的心理健康教育................................. 39

五、研究结论 ...................................................... 40

（一）结论： ................................................... 40 （二）本研究的不足 ............................................. 41 （三）对未来研究的建议 ......................................... 42

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鲁东大学硕士学位论文

结 语 ............................................................ 43 参考文献 .......................................................... 44 致谢 .............................................................. 48 附录： ............................................................ 49 发表论文清单 ...................................................... 51

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