农村地区高中学困生英语学习焦虑的调查研究-朱梦萱.docx

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1、Mllllllllllilllll 分类号 _ Y3274556 U D C _ 学兮 MZ150260 密级 _ 极叫大聲 1 YANGZHOU UNIVERSITY 碩 士 学 位 办 文 (全日制专业学位） An Investigation on Underachievers, English Learning Anxiety in Rural Senior High Schools 农村地区高中学困生英语学习焦虑的调查研究 朱梦萱 繆海涛副教授， 石页 士 指导教师姓名 申请学位级别 论文提交曰期 学位授予单位 答辩委员会主席： 王金 铨教授 2017年 6 月 扬大学 杨州大学 .江

2、苏杨州， 225009 学科专业名称 ： 学科教学（英语 ） 论文答辩日期 ： 1_017 年 6 月 3_曰 学位授予日期 ： 2117 年 6 月 30 日 2017 年 6 月 An Investigation on Underachievers! English Learning Anxiety in Rural Senior High Schools By Zhu Mengxuan A thesis submitted in partial satisfaction of the Requirements for the degree of Master of Education U

3、nder the Supervision of Professor Miao Haitao College of International Studies Yangzhou University June, 2017 Declaration I hereby declare that this submission is my own work and that, to the best of my knowledge and belief, it contains no material previously published or written by another person o

4、r material which has to a substantial extent been accepted for the award of any other degree or diploma at any university or other institute of higher learning, except where due acknowledgment has been made in the text. Name: Zhu Mengxuan Date: June. 2017 Acknowledgments I would like to take this gr

5、eat opportunity to express my gratitude to alf the people who have helped me in the preparation of my thesis. First of all, my deep and sincere gratitude goes to my supervisor Professor Miao Haitao, who gave me strong support and enlightening suggestions for my paper witing. I sincerely appreciate t

6、he patience he has had in reading and revising my manuscript. Without his consistent encouragement and illuminating instruction, this paper could not have reached its present form. Second, my heartfelt thanks should be extended to the School of Foreign Languages and all professors and teachers who h

7、ave taught me during my postgraduate study, whose rigorous and devoted teaching have benefited and influenced me in my academic pursuit. Third, I also want to express thanks to my fellow classmates and friends, who have given me a variety of help and valuable suggestions. Finally, a deep sense of gr

8、atitude goes to my family members whose love is always my greatest encouragement. Abstract Foreign language learning anxiety is one of the affective factors that exert great impact on learners， language learning. Many scholars and researchers have done extensive researches on foreign language learni

9、ng anxiety, including English learning anxiety, and have yielded abundant fruit from the research. However, the research subjects of most researches are college students, overseas students or adults, while the researches on junior and senior high school students5 learning anxiety, on underachiever5

10、s English learning anxiety in rural senior high school in particular, are still far from enough. Therefore, this thesis makes an investigation on underachiever English learning anxiety in rural senior high school in order to know the current situation of their English learning anxiety, the possible

11、factors that produce learning anxiety, and then put forward relevant suggestions and countermeasures to reduce their learning anxiety. Guided by affective filter hypothesis, input theory and humanistic psychology, research questions addressed in this thesis are: 1. What is the general anxiety level

12、of rural senior high school underachievers, English learning anxiety? 2. What are the differences of rural senior high school underachieversJ English learning anxiety in terms of the learning anxiety components? Which learning anxiety component ranks the highest and which ranks the lowest? 3. What a

13、re the possible factors that influence rural senior high school underachievers5 English learning anxiety? What are the countermeasures to alleviate their English learning anxiety? The research subjects of this thesis are 128 underachievers in Senior Two from Jiangwang senior high school. Questionnai

14、re and interview are major research instruments adopted to collect data. The questionnaire of this thesis is adapted from Horwitz5s Foreign Language Classroom Anxiety Scale (FLCAS), which aims to analyze the overall situation of underachievers5 learning anxiety in rural senior high school and possib

15、le factors influencing their learning anxiety. The interview is the supplement of the questionnaire. According to the interview, the thesis further explores the possible factors that cause anxiety and seeks suggestions from research subjects. Based on the analysis of research results, the thesis dra

16、ws the following conclusions: 1) English learning anxiety among underachievers in rural senior high school is very common. 41.7% underachievers believe they suffer from high degree of English learning anxiety, while only 19.2% underachievers suffer from low level of English learning anxiety. 2) Thro

17、ugh the analysis of the data, underachievers suffer from communication apprehension the most, while fear of negative evaluation is lowest in anxiety level. 3) According to the results of questionnaire and interview, the author summarizes three major factors that may influence underachievers5 English

18、 learning anxiety: school and teacher factor, student factor and family factor. Based on the theoretical foundations and results of the thesis, the thesis provides some pedagogical implications. First of all, English teachers should pay more attention on students5 emotional needs rather than only em

19、phasize their learning achievements. Besides, they should respect and show more concerns for underachievers. Secondly, teacher should fully understand the characteristics of underachievers in rural senior high schools and then adjust their teaching methods accordingly, so that teachers are able to i

20、mprove underachievers5 English learning effectively. Thirdly, teacher should optimize their questioning strategy in order to alleviate students English learning anxiety. Generally speaking, there are three limitations of the thesis. First of all, the sample size of this thesis is relatively small. S

21、econdly, the factors that influence underachievers5 learning anxiety in rural senior high school concluded in this thesis may be not comprehensive and sufficient. There are still many other possible factors that the author hasn?t found yet. Thirdly, suggestions for alleviating students learning anxi

22、ety are based on the factors concluded in the thesis, which are not comprehensive. In addition, these measures havenJt been applied in practical teaching and learning yet. The effectiveness of these suggestions still remains to be proven. Key Words: underachievers; rural senior high school; English

23、learning anxiety; influencing factors 摘 要 外语学习焦虑是影响学习者英语学习的重要情感因素之一。丨 1丨内外许多学者己经对包 括英语在内的外语学焦虑进行丫比较广泛的研宄，并収得广丰硕的成果。但是，目前许 多研宂主要聚焦大学生、留学生或成人的英语学习焦虑，对中学生的学习焦虑，特别是农 村高中英语学困生的学习焦虑的研宂还相对较少。 本文为针对农村高中英语学困生英语学习焦虑展开调杏研究，旨 在全面了解高中英语 学困生英语学习焦虑的现状，造成学习焦虑的因素，并在此基础上提出降低这些学困生芙 语学习焦虑的建议与对策 基于情感过滤假说、输入理论和人本主义心理学理论，

24、本文主要研究以下几个问题： 第一 .， 农村高中孕困生英语学习焦虑的总体水平如何？ 第二，农村髙中学困生英语学习焦虑程度各指标间有何不哪种焦虑指标的程度最 高，哪种最低 ? 第三，农村卨中学困生英语学焦虑的影响因素有哪些？有何对策？ 本次研究的研究对象为蒋王中学 128 名高二英语学闲生，采用了问卷调杳和访谈两种 方式来收集数据。调查问卷改编自 Horwitz 的外语课堂焦虑量表，旨在了解高中英语学困 生英语学习焦虑的现状和焦虑产生的原因。而访谈则是对调查问卷的补充，进一步了解影 响农村高屮学 S 生英语学习焦虑的因素，并就如何减轻英语学习焦虑向访谈对象征求建 议。通过对研宄结果的分析，最终本

25、论文得出以下结论， 1)农村高中学困生普遍存在英语 学习焦虑，其中41. 7%的英语学困生有高度的英语学习焦虑 2)数据分析发现农村高中英 语学困生的交际恐惧程度最高，而负评价焦虑则程度最低 =3)基于问卷和访谈结果，总 结出了导致农村高中学困生英语学习焦虑的因素有学校和 教师因素、学生自身因素以及家 庭因素。 本研究教学启示如卜、首先，英语教师应该更加关注学生的情感需求而不仅仅是学习 成绩，他们应当尊重和关心学困生。第二，教师应该充分了解农村学困生的特点，并据此 来改进教学方法，这样才能有效地改善学困生的英语学。第三，英语教师应该优化提问 策略来缓解学生的英语学习焦虑。 本研究主嬰存在三点不

26、足。首先 .，研究的样本容量不够大。其次，本研究对影响农村 高中学困生英语学习焦虑的因素总结的不够全面、充分，还有许多其他的可能因素有待发 现。最后，减较英语学 焦虑的建议是根据本研究 所总结的影响因素而提出的，并未通过 教学实践的检验，其有效性有待进一步证实。 关键词：学困生，农村高中，英语学习焦虑，影响因素 Table of Content Acknowledgments . I Abstract . II S . iv Chapter One Introduction . 1 1.1 Background of the study . 1 1.2 Aims of the study .

27、2 1.3 Significance of the study . 3 1.4 The overall structure of the study . 4 Chapter Two Literature Review . 6 2.1 Definition of key terms. 6 2.1.1 Foreign language learning anxiety . 6 2.1.1.1 Definition of anxiety . 6 2.1.1.2 Definition of foreign language learning anxiety . 9 2.1.2 Underachieve

28、r . 12 2.2 Theoretical foundations . 13 2.2.1 Affective filter hypothesis . 13 2.2.2 The input theory . 15 2.2.3 Humanistic psychology . 16 2.3 Researches on the foreign language anxiety abroad and at home . 17 2.3.1 Researches on the foreign language anxiety abroad . 17 2.3.2 Researches on the fore

29、ign language anxiety at home . 21 2.3.3 Comments on the previous studies on foreign language anxiety . 24 Chapter Three Methodology . 25 3.1 Research questions . 25 3.2 Research designs . 25 3.2.1 Questionnaire . 25 3 2.1.1 Research subjects . 25 3.2.1.2 Research instrument . 26 3.2.1.3 Data collect

30、ion and analysis . 27 3.2.2 Interview . 27 3.2.2.1 Research subjects . 27 3.2.2.2 Research instrument . 28 3.2.2.3 Data collection and analysis . 28 Chapter Four Results and Discussion . 29 4.1 The current anxiety level of underachievers, English learning anxiety in rural senior high school . 29 4.2

31、 The differences of English learning anxiety components in anxiety level . 30 4.2.1 The analysis of communication apprehension . 31 4.2.2 The analysis of test anxiety . 33 4.2.3 The analysis of general anxiety . 34 4.2.4 The analysis of fear of negative evaluation . 35 4.3 The influencing factors of

32、 underachiever English learning anxiety in rural senior high school . 37 4.3.1 School and teacher factors . 37 4.3.2 Student factors . 41 4.3.3 Family factors . 44 4.4 Suggestions for alleviating underachievers9 English learning anxiety in rural senior high school . 45 4.4.1 Suggestions for English

33、teachers . 45 4.4.2 Suggestions for English underachievers . 48 4.4.3 Suggestions for Parents . 50 Chapter Five Conclusion . 51 5.1 Major findings . 51 5.2 Pedagogical implications . 51 5.3 Limitations of the study . 53 5.4 Suggestions for future studies . 53 References . 55 Appendix 1. 60 Appendix II .