农村初中生英语课堂焦虑与英语自我概念的关系研究

发布时间：2020-09-25 17:30

　　英语课堂焦虑和英语自我概念是影响二语习得的两个重要情感因素。目前,国内外学者已经对二者进行了大量的研究,有研究显示英语自我概念和学业成绩呈显著正相关,而英语课堂焦虑与学习成绩呈显著负相关。但是到目前为止,在这一领域对两者关系的研究涉及不多,针对农村初中生的研究更是少之又少。因此,农村初中生英语课堂焦虑和自我概念的相关性研究势在必行。本研究以临汾市永固初级中学321名学生为研究对象,采用问卷调查和访谈对初中生英语课堂焦虑和自我概念的相关性进行了定性和定量研究,研究问题如下:(1)农村初中生英语课堂焦虑和英语自我概念的现状如何?(2)农村初中生英语课堂焦虑和英语自我概念具有怎样的相关关系?它们呈负相关吗?如果是,在多大程度上呈负相关?(3)农村初中生英语课堂焦虑和英语自我概念的相关性是否存在性别、年龄和成绩差异?(4)哪些英语自我概念可以较好地预测英语课堂焦虑?本研究采用SPSS17.0对问卷结果进行了分析,结合访谈结果,得出以下研究结论:首先,农村初中生的英语课堂焦虑程度较高,英语自我概念却不是很高。其中整体英语自我概念最高,英语口语自我概念最低。其次,英语课堂焦虑和英语自我概念呈显著负相关。整体英语自我概念和英语语音自我概念与英语课堂焦虑关系最密切。再次,英语课堂焦虑和英语自我概念的相关性存在显著的性别、年龄和成绩差异。对于性别差异,男生比女生更焦虑,并且在英语学习中男生没有女生自信。男生的英语语音自我概念与英语课堂焦虑存在最明显的负相关;而女生的整体英语自我概念与英语课堂焦虑关系最密切。对于年级差异,初二学生比其他两个年级的学生更焦虑;初一学生的整体英语自我概念和其他子自我概念都比其他两个年级高;初一学生的语法自我概念与课堂焦虑有最明显的负相关;初二和初三分别是口语和整体自我概念与课堂焦虑的负相关最明显。对于成绩差异,高分组学生更有自信,焦虑感不是很高。但是高分组学生英语课堂焦虑与自我概念的相关性比低分组学生更显著;高分组学生英语语法自我概念与英语课堂焦虑有最明显的负相关,而低分组学生则是语音自我概念与英语课堂焦虑关系最密切。最后,一些英语自我概念在某些程度上可以较好地预测英语课堂焦虑。英语整体自我概念可以解释英语课堂焦虑变化的40.3%;英语语音、口语和语法自我概念也可以作为英语课堂焦虑的预测因素,三者可以同时解释英语课堂焦虑的47.0%。本文在最后论述了该研究的理论和实践意义,分别对教师和学生提出了相应的建议,旨在有效地提高英语教学质量。
【学位单位】：山西师范大学
【学位级别】：硕士
【学位年份】：2018
【中图分类】：G633.41
【文章目录】：
Abstract in English
Abstract in Chinese
1. Introduction
    1.1 Background of the study
    1.2 Significance of the study
    1.3 Overall structure of the thesis
2. Literature Review
    2.1 Foreign language classroom anxiety
        2.1.1 Definition of foreign language classroom anxiety
        2.1.2 Components of foreign language classroom anxiety
        2.1.3 Measurement of foreign language classroom anxiety
    2.2 English self-concept
        2.2.1 Definition of English self-concept
        2.2.2 Components of English self-concept
        2.2.3 Factors affecting the formation of academic self-concept
        2.2.4 Measurement of English self-concept
    2.3 Previous studies both abroad and at home
        2.3.1 Foreign language anxiety
        2.3.2 English self-concept
        2.3.3 The Relationship between foreign language anxiety and English self-concept
3. Research Design
    3.1 Research questions
    3.2 Subjects
    3.3 Instruments
        3.3.1 Questionnaires
        3.3.2 Interview
    3.4 Procedures
4. Results and Discussion
    4.1 The status quo of English classroom anxiety and English self-concept
        4.1.1 Overall description of all the variables
        4.1.2 Correlations among several English self-concepts
    4.2 The relationship between English classroom anxiety and English self-concept
    4.3 Gender, Grade and achievement differences of the correlation between English classroom anxiety and English self-concept
        4.3.1 Gender differences of the correlation between English classroom anxiety and English self-concept
        4.3.2 Grade differences of the correlation between English classroom anxiety and English self-concept
        4.3.3 Achievement differences of the correlation between English classroom anxiety and English self-concept
    4.4 Predictors of English classroom anxiety
        4.4.1 Global English self-concept as the predictor
        4.4.2 Seven domain-specific self-concepts as predictors
    4.5 Analysis of the interview
    4.6 Implications of the research
5. Conclusion
    5.1 Major findings
    5.2 Limitations and suggestions for future research
Bibliography
Appendix A
Appendix B
Acknowledgements

【参考文献】