【作者】 陈婉英；

【导师】 戴聪腾；

【作者基本信息】 福建师范大学 ， 学科教学， 2007， 硕士

【摘要】 近年来,二语习得中情感因素的研究逐渐引起学者们的关注。情感是指人类行为的情绪和感受方面,包括动机、态度、自尊、自信、焦虑、移情、自我形象等,其中焦虑是最重要因素之一。美国学者Krashen(1981)提出的情感过滤假说(The Affective Filter Hypothesis)将焦虑视为二语习得过程中的重要情感障碍,焦虑与二语习得的研究于是成为外语教学研究者们不懈探索和实践的一个活跃的课题领域。然而关于中学英语听力教学中语言焦虑问题的研究相对较少,甚至常常被忽略。本研究旨在探讨听力课堂焦虑存在的程度及其原因,借鉴二语习得理论,结合教学实际情况,总结尝试新的教学方法,创建一种低焦虑的课堂环境,使学生的听力水平得到提高。更多还原

【Abstract】 In recent years, the study of affective factors in second language acquisition has attracted more and more attention from scholars. Affect is considered broadly as aspects of emotion, feeling or mood, including motivation, attitude, self-esteem, anxiety, self-perception and so on. One of the most important components in affective factors is anxiety. And the term affective, as one of the five hypotheses put forward by Stephen Krashen (1981), has gained a lot of popularity. Also, since 1970s, language researchers have been conducting studies on language anxiety, which is regarded as fear or apprehension occurring when a learner is expected to perform in a second or foreign language. But little has been done to study the relationship between language anxiety and English listening teaching in senior middle schools. And it is even often neglected. By experiment this paper is to explore the impact of language anxiety on English listening teaching in senior middle schools. The purpose is to find out the reasons for students’ anxiety in listening class, to try new teaching methods guided by second language acquisition theories in combination with the practical teaching conditions in China, and to help the students improve their listening ability in a most favorable affective environment.更多还原