【作者】 李京肽；

【导师】 郑若玲；

【作者基本信息】 厦门大学 ， 教育， 2013， 博士

【摘要】 本文主要研究大学生英语学习自我控制与焦虑的关系。根据大一学生的身心特点和社会角色的适合性和研究现状的需求性,选择理工科大一学生作为研究对象。接着,对古今中外的有关自我控制和焦虑的部分文献作了梳理,在前人研究成果的启发下,本研究提出大学生英语学习自我控制能力的操作性定义。然后在这个理论构想的指导下,运用定量(问卷调查法和统计分析法)与定性(深度访谈和个案研究)相结合的研究方法,两次(大学入学时,入学一年后)跟踪调查X大学2012年入学的理工科专业学生英语学习自我控制力与英语学习焦虑的变化情况。在为期一年的跟踪调查研究中综合运用叙事探究(narrative study)。本研究首先介绍了选题缘由与研究意义、核心概念、文献综述、研究思路与方法、研究重点以及可能的创新,接着回顾前人的研究成果,主要对自我控制的概念,元认知的概念,焦虑的概念以及叙事研究方法进行归纳和梳理,进而重点介绍大学生英语学习自我控制和焦虑的关系。另外,详细阐述运用心理学应用技术一元认知干预技术,培养和提高大学生英语学习自我控制力,降低英语学习焦虑的方法。并根据质的研究需要,选取了X大学18位2012级大一学生为深度访谈对象,在此基础上进一步探索x大学大一学生英语学习自我控制能力和焦虑感形成的背景和原因等,最后提炼本研究的主要结论,并提出相应的对策与建议。研究发现,对于刚刚跨入大学校门的X大学大一学生,大学英语四／六级考试(CET4/6)具有非常强烈的导向性。他们往往将通过CET4/6作为大学英语学习的主要目标和英语学习的成功标志。X大学大一学生在英语学习过程中实际采用的自我控制的方法和本文理论构想的四个维度非常一致。X大学大一学生的英语学习焦虑是客观存在于学生群体之中的。这些焦虑突出地表现为考试焦虑和交际焦虑。大学生英语学习自我控制中的自我反思和自我实现表现比较突出。焦虑与自我控制具有极其显著的负相关。借助元认知干预技术,被试可以调节控制自己的行为习惯,通过自我控制能力的提高,摆脱对个人发展的限制,降低外语学习焦虑感,使英语学习成绩有更明显的提升。更多还原

【Abstract】 This research mainly focuses on the relationship between self-control and anxiety in college English study. Based on the physical and mental characteristics, the suitability of their social role and the demand of research status, this research took freshmen of science and engineering as study subjects. Then, the author gives a partial overview about self-control and anxiety developed in different countries at home and abroad. The operational definition of self-control ability in college English study was formed in the enlightenment of the predecessors’ research results. Under the guidance of this concept the author tracked the change of self-control and anxiety in English study of science and engineering students enrolled in2012at X university twice (the first time--the university admission, another time--one year after the admission), combining quantitative method (questionnaire survey and statistical analysis) with qualitative method (in-depth interview and case study), integrating narrative study during the one-year tracking study.Firstly, this paper introduces the purpose and the significance of this research, core conceptions, literature review, thoughts and methods, research priorities and possible innovations. Secondly, the author reviewed previous research results and mainly summed up and combed the concept of self-control, metacognition, anxiety and narrative study, and focused on introducing the relationship between self-control and anxiety in college English study. Besides, the author elaborated the approach to apply psychology application technology--metacognition intervention technique to train and improve self-control as well as reduce anxiety in college English study. According to the demand of qualitative research,18freshmen enrolled in2012at X university were selected as the subjects of in-depth interview, based on which the background and reasons for the formation of self-control and anxiety in college English study were further explored. Finally, the author put forward the main conclusions of this study, countermeasures and suggestions.The study found:(1) College English Test Band4/6(CET4/6) has strong function of direction for freshmen of X university, who usually regard the pass in CET4/6as the main goal of college English study as well as the sign of success in English study. (2) Practical approaches to self-control adopted by freshmen at X university in the process of English study are in good agreement with the four theoretical dimensions of theoretical conception in this paper. Anxiety of English study of freshmen at X university had objective existence in student groups, which noted significantly as examination anxiety and communication anxiety. Self reflection and self-actualization had more prominent performance in self-control of college English study. Anxiety has extremely significant negative correlation with self-control.(3) With the help of the metacognition intervention technique, participants can regulate and control their own behavior habits, enhancing self-control ability, breaking away from the restriction of personal development, reducing the foreign language learning anxiety, and their English learning achievements have more obvious improvement.更多还原