【作者】 马蕴涵；

【导师】 孙鹤娟；

【作者基本信息】 东北师范大学 ， 课程与教学论， 2008， 硕士

【摘要】 苏联著名教育家赞科夫指出:“教学法一旦触及学生的情感和意志领域,触及学生的精神需要,这种教学就能发挥高度有效的作用”。二十世纪七十年代后期,语言教学的研究者们开始认识到情感因素在语言学习或习得方面的作用。二十世纪八十年代初,美国语言学家斯蒂文·狄·克拉申提出情感过滤假说,将焦虑列为影响语言学习或习得的三大主要情感因素之一。二十世纪八十年代中期,Horwitz及其同事开始深入研究外语学习焦虑。自此,外语学习焦虑逐步成为外语教学研究者们不断进行理论研究和实践探索的一个活跃的课题领域。本文旨在研究外语学习焦虑这一影响第二语言习得或外语学习的学习者内部因素。作者试图以外语学习焦虑相关理论为指导,通过对296名高二学生进行的问卷调查和对问卷调查对象中八名同学进行的访谈,分析高中生外语学习焦虑的现状及成因,摸索处理外语学习焦虑的可选择策略,以期能对作者今后的外语教学实践有所裨益。通过问卷调查和访谈,研究发现虽然调查对象的外语学习焦虑程度不尽相同,但外语学习焦虑在调查对象中是普遍存在的。此外,影响高中生外语学习焦虑的因素主要包括发言前的准备、意义协商、语言学习观和语言学习环境对。因此,论文结合调查分析的结果,提出了五点建议,即优化提问策略、充分发挥意义协商在教学过程中的作用、帮助学生建构正确的语言学习观、创建和谐的外语学习环境及引导学生认识自身焦虑。更多还原

【Abstract】 The famous Soviet educatorЛ.В.Занковpointed out:“Once teaching methodology involves students’affection and will, and spiritual needs, it can fulfill highly effective functions”. In the late 1970s, language teaching scholars realized the importance of affective factors to language learning or acquisition. In the early 1980s, the American linguist Stephen D Krashen put forward the affective filter hypothesis, and considered anxiety as one of the three main affective factors affecting language learning or acquisition. In the mid 1980s, Horwitz and his peers started to delve into foreign language learning anxiety. From then on, foreign language anxiety has gradually become a hot field that language teaching scholars and practitioners focus on.This thesis intends to delve into foreign language anxiety, which is one of students’internal factors that influence second language acquisition or foreign language learning. The author tries to analyze the present situation and causes of senior high students’foreign language anxiety, and find out strategies to deal with foreign language anxiety. The analysis is based on the questionnaires filled out by 296 senior high school students and the interview conducted among eight students, under the guidance of theories relating to foreign language anxiety. It is the final goal that this research could benefit the author’s future teaching practice.Through questionnaires and interviews, the study finds almost all the subjects have foreign language anxiety, although their anxiety degrees are different. Furthermore, the research finds four main factors influencing foreign language anxiety. These four factors are the preparation for speech, negotiation of meaning, views on language learning, and environment of learning language. Based on the results and analysis of research data, the author proposes five suggestions. Firstly, teachers should focus on questioning strategies. Secondly, teachers should pay attention to the functions of negotiation of meaning during the process of teaching and learning. Thirdly, teachers should help students construct proper views on language learning. Fourthly, teachers should improve a harmonious environment for language learning. Finally, teachers should enlighten students as to students’own anxiety更多还原