高中生英语口语自我概念与英语课堂口语焦虑相关性实证研究

发布时间：2018-06-07 09:34

本文选题：英语口语学习 + 自我概念　；参考：《东北师范大学》2017年硕士论文

【摘要】：自我概念和焦虑是教育心理学中的两个重要的概念。国内外很多研究着重于这两种心理因素对学业成绩的影响,以及这两个因素之间相互影响的关系。因此,本研究试图从外语口语层面上探究自我概念与焦虑之间的相关性。通过对300名中国高中生的英语口语自我概念与英语课堂口语焦虑,以及两个变量之间相关性的调查,主要回答以下三个问题:1.高中生英语口语自我概念水平如何?2.高中生英语课堂口语焦虑水平如何?3.英语口语自我概念与英语课堂口语焦虑之间相关性如何?研究发现如下:(1)总体上,高中生英语口语自我概念水平较低(M=3.54,SD=1.15)。在其两个维度中,学生语音自我概念(M=3.61,SD=1.17)较高于口语自我概念(M=3.47,SD=1.21)。(2)高中生英语课堂口语焦虑处于中等水平(M=4.03,SD=1.05)。在其四个口语情况维度中,学生与教师交流时焦虑程度最高(M=4.12,SD=1.13),与他们搭档交流时焦虑程度最低(M=3.66,SD=1.20)。(3)在整体上,英语口语自我概念与英语课堂口语焦虑之间存在显著的负相关,但是显著性不高(R_(TESSC-TECSA)=-0.423,p0.01)。在维度上,口语自我概念与整体口语焦虑相关(R_(SSC-TECSA)=-0.427,p0.01)高于语音自我概念与整体口语焦虑之间相关(R_(PSC-TECSA)=-0.397,p0.01)。整体口语自我概念与教师交流焦虑之间相关最高(R_(TESSC-ST)=-0.425,p0.01),与搭档交流焦虑之间相关最低(R_(GESSC-SP)=-0.291,p0.01)。在英语口语自我概念与英语课堂口语焦虑各维度中,口语自我概念与教师交流之间相关最高(R_(SSC-ST)=-0.422,p0.01)。语音自我概念与搭档交流焦虑之间相关最低(R_(PSC-SP)=-0.265,p0.01)。从相关分析得出,英语口语自我概念较低的学生其英语课堂口语焦虑水平较高。因此,最后,本研究将提出一些教学建议培养学生积极英语口语自我概念来降低英语课堂口语焦虑:1)教师可以帮助学生全面认识和评价自己的口语水平;2)教师可以进行语音训练并给予积极反馈;3)同桌交流活动的设计有助于培养学生积极的英语口语自我概念;4)学生应该重视对英语口语的学习并对自己的英语口语学习进行正确归因。
[Abstract]:Self-concept and anxiety are two important concepts in educational psychology. Many studies at home and abroad focus on the impact of these two psychological factors on academic achievement and the relationship between the two factors. Therefore, this study attempts to explore the correlation between self-concept and anxiety in oral English. Based on a survey of 300 Chinese senior high school students' oral English self-concept and oral anxiety and the correlation between the two variables, the following three questions: 1: 1 were answered. What is the level of oral English self-concept of senior high school students? How to improve the anxiety level of senior high school students in English class? What is the correlation between oral English self-concept and oral anxiety in English classroom? As a whole, high school students have a low level of oral English self-concept. In its two dimensions, students' phonetic self-concept (M3.61SD1.17) is higher than oral self-concept (3.47 / SD1.211.21).) High school students' oral anxiety in English classroom is at an average level of 4.03 / SD1.05. Among the four dimensions of oral English, students and teachers have the highest level of anxiety when they communicate with each other, and their partners have the lowest level of anxiety when they communicate with each other. (3) on the whole, there is a significant negative correlation between oral English self-concept and oral anxiety in class. But there was no significant difference between TESSC-TECSAA and TESSC-TECSAA (-0.423, p 0.01). In the dimension, the correlation between oral self-concept and global oral anxiety was higher than that between PSC-TECSA-0.427 / p0.01 and PSC-TECSA-0.397p0.01. The correlation between the overall oral self-concept and teachers' communication anxiety was the highest, and the correlation between overall oral self-concept and teacher's communication anxiety was the lowest, and the correlation between overall oral self-concept and teacher's communication anxiety was the lowest. Among the dimensions of oral English self-concept and oral anxiety in English classroom, the correlation between oral self-concept and teacher communication is the highest. The correlation between phonetic self-concept and partner communication anxiety was the lowest. According to the correlation analysis, the students with low self-concept of oral English have a higher level of oral anxiety in English classroom. So, finally, This study will put forward some teaching suggestions to cultivate students' positive self-concept of oral English to reduce oral anxiety: 1) Teachers can help students to fully understand and evaluate their oral English level. 2) Teachers can conduct phonetic training. Practice and give positive feedback (3) the design of deskmate communication activities helps to cultivate students' positive oral English self-concept. 4) students should attach importance to oral English learning and make a correct attribution of their oral English learning.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

【参考文献】