大学生英语学习课堂焦虑及其应对策略

作者: 韦建华著

出版社: 中国石化出版社

出版时间: 2022-01

版次: 1

ISBN: 9787511465313

定价: 46.00

装帧: 平装

开本: 16开

纸张: 胶版纸

页数: 135页

分类: 语言文字

2 张插图图片

  This survey study aims to investigate the level of the college students\' general foreign language （FL）classroom anxiety and their coping strategy use，the relationships between their FL classroom anxiety/coping strategy use and the four independent variables，gender，major field of study，level of academic year，and level of college，and possible causal factors contributive to their FL classroom anxiety，as well as their anxiety coping strategies employed.Two previously published written questionnaires were administered to 320 1st-and 2nd-year Bouyei college learners in three main fields of study at five colleges of two levels in south and southwest areas of Guizhou Province，China.Ten interview questions were also administered to 25 interviewees randomly selected from these colleges.The results of the analysis show that the Chinese Bouyei college learners experienced medium level of FL classroom anxiety and employed medium level of anxiety coping strategies;there were significant differences between their FL classroom anxiety/coping strategy use and most of the independent variables; twelve anxiety causal factors and seven coping strategies.among which some are new or different from the findings of the previous studies，were found experienced and employed by the college learners.Discussion was made on the research findings，followed by relative implications and suggestions for
  both FL instructors and learners that might help enhance and facilitate students\' FL leaming.   韦建华（1964.7-），男，贵州省三都县人，布依族，中**员，1985年7月毕业于原黔南师专英语系；1990年7月毕业于华中师范大学英语系，获文学学士学位；2006年5-8月受国家留学基金管理委员会派遣在澳大利亚国立大学参加高校管理人员培训项目；2009年9月起在泰国苏兰拉里理工大学“英语语言研究”专业攻读硕士研究生，2012年5月获文学硕士学位。现任广东石油化工学院外国语学院英语教授、副院长，兼任广东省本科高校外语类专业教学指导委员会英语专业分指导委员会委员，广东欧美同学会（广东留学人员联谊会）理事，中国翻译协会专家会员。
  主持并完成广东省高校人才引进资金项目1项、广东省哲学社会科学基金项目1项，中国教育技术协会“十二五”国家社科规划项目重点子课题1项；主持并验收省级精品课程、精品资源共享课（《翻译理论与实践》）各1项；出版译著2部、教材2部；在国内外期刊发表文学翻译作品、论文共44篇；2007年9月获全国高等院校外语专业英语教学学术年会论文评比一等奖；2007年5月获黔南民族师范学院学年度教学优秀奖评选二等奖；2014年9月荣获茂名市哲学社会科学优秀成果奖（论文类）三等奖；2017年7月获广东石油化工学院第四届优秀教学成果一等奖（排名第二）、二等奖（排名首位），2019年5月获广东石油化工学院第五届优秀教学成果一等奖（排名第四）。多次被评为优秀共产党员。 LIST OF TABLES
LIST OF FIGURES
LIST OF ABBREVIATIONS

CHAPTER 1 INTRODUCTION
1．1 Background of the Study
1．2 Statement of the Problem
1．3 Purposes of the Study
1．4 Research Questions
1．5 Limitations of the Study
1．6 Definitions of Key Terms
1．7 Significance of the Study
1．8 Outline of the Thesis

CHAPTER 2 REVIEW OF THE LITERATURE
2．1 Types of Anxiety
2．1．1 Trait Anxiety
2．1．2 State Anxiety
2．2 Components of FL Classroom Anxiety
2．2．1 Communication Apprehension
2．2．2 Test Anxiety
2．2．3 Fear of Negative Evaluation
2，3 Research on the Impact of FL Classroom Anxiety on Learners
2．3．1 The Negative Effects of FL Classroom Anxiety
2．3．2 The Positive Effects of FL Classroom Anxiety
2．4 Research on Main Causal Factors of FL Classroom Anxiety
2．4．1 Gender of Learners
2．4．2 Education Levels of Learners
2．4．3 Language Competence of Learners
2．4．4 Main Personality Traits of Leamers
2．4．5 Learners\' Beliefs on FL Learning
2．4．6 Instructors\' Beliefs on FL Learning/Teaching
2．4．7 Instructor-learner Interactions
2．4．8 Classroom Procedure
2．4．9 Language Testing
2．4．10 Social Status and Self-identity
2．5 Research on Learners\' FL Classroom Anxiety Coping Strategies
2．5．1 Learners\' \"Immature\" Type of Coping Strategies
2．5．2 Learners\' \"Mature\" Type of Coping Strategies
2．6 Summary

CHAPTER 3 RESEARCH METHODOLOGY
3．1 Research Design
3．2 Participants
3．3 Instruments
3．3．1 Close-ended Questionnaires
3．3．2 Semi-structured Individual Interviews
3．4 Data Collection
3．4．1 Procedure of the Questionnaires
3．4．2 Procedure of the Semi-structured Individual Interviews
3．5 Data Analyses
3．5．1 Analyzing the Data of the Closed-ended Questionnaires
3．5．2 Analyzing the Data of the Semi-structured Interviews
3．6 Summary

CHAPTER 4 RESULTS
4．1 Results of FL Classroom Anxiety Levels，and Levels of Communication
Apprehension （CA），Test Anxiety (TA），and Fear of Negative Evaluation
4．1．1 Levels of FL Classroom Anxiety
4．1．2 Levels of Communication Apprehension (CA），Test Anxiety (TA），and Fear of Negative Evaluation (FNE）
4．2 The Relationship between the Students\' FL Classroom Anxiety and the Four Independent Variables
4．2．1 Gender and the Students\' FL Classroom Anxiety
4．2．2 Field of Study and the Students\' FL Classroom Anxiety
4．2．3 Level of Academic Year and the Students\' FL Classroom Anxiety
4．2．4 Level of College and the Students\' FL Classroom Anxiety
4．3 Causes of the Chinese Bouyei College Students\' FL Classroom Anxiety
4．3．1 Results from the Factor Analysis of the FLCAS Items
……
CHAPTER 5 DISCUSSION，RECOMMENDATION AND CONCLUSION
REFERENCES
APPENDICES
内容简介:
This survey study aims to investigate the level of the college students\' general foreign language （FL）classroom anxiety and their coping strategy use，the relationships between their FL classroom anxiety/coping strategy use and the four independent variables，gender，major field of study，level of academic year，and level of college，and possible causal factors contributive to their FL classroom anxiety，as well as their anxiety coping strategies employed.Two previously published written questionnaires were administered to 320 1st-and 2nd-year Bouyei college learners in three main fields of study at five colleges of two levels in south and southwest areas of Guizhou Province，China.Ten interview questions were also administered to 25 interviewees randomly selected from these colleges.The results of the analysis show that the Chinese Bouyei college learners experienced medium level of FL classroom anxiety and employed medium level of anxiety coping strategies;there were significant differences between their FL classroom anxiety/coping strategy use and most of the independent variables; twelve anxiety causal factors and seven coping strategies.among which some are new or different from the findings of the previous studies，were found experienced and employed by the college learners.Discussion was made on the research findings，followed by relative implications and suggestions for
both FL instructors and learners that might help enhance and facilitate students\' FL leaming.
作者简介:
韦建华（1964.7-），男，贵州省三都县人，布依族，中**员，1985年7月毕业于原黔南师专英语系；1990年7月毕业于华中师范大学英语系，获文学学士学位；2006年5-8月受国家留学基金管理委员会派遣在澳大利亚国立大学参加高校管理人员培训项目；2009年9月起在泰国苏兰拉里理工大学“英语语言研究”专业攻读硕士研究生，2012年5月获文学硕士学位。现任广东石油化工学院外国语学院英语教授、副院长，兼任广东省本科高校外语类专业教学指导委员会英语专业分指导委员会委员，广东欧美同学会（广东留学人员联谊会）理事，中国翻译协会专家会员。
主持并完成广东省高校人才引进资金项目1项、广东省哲学社会科学基金项目1项，中国教育技术协会“十二五”国家社科规划项目重点子课题1项；主持并验收省级精品课程、精品资源共享课（《翻译理论与实践》）各1项；出版译著2部、教材2部；在国内外期刊发表文学翻译作品、论文共44篇；2007年9月获全国高等院校外语专业英语教学学术年会论文评比一等奖；2007年5月获黔南民族师范学院学年度教学优秀奖评选二等奖；2014年9月荣获茂名市哲学社会科学优秀成果奖（论文类）三等奖；2017年7月获广东石油化工学院第四届优秀教学成果一等奖（排名第二）、二等奖（排名首位），2019年5月获广东石油化工学院第五届优秀教学成果一等奖（排名第四）。多次被评为优秀共产党员。
目录:
LIST OF TABLES
LIST OF FIGURES
LIST OF ABBREVIATIONS

CHAPTER 1 INTRODUCTION
1．1 Background of the Study
1．2 Statement of the Problem
1．3 Purposes of the Study
1．4 Research Questions
1．5 Limitations of the Study
1．6 Definitions of Key Terms
1．7 Significance of the Study
1．8 Outline of the Thesis

CHAPTER 2 REVIEW OF THE LITERATURE
2．1 Types of Anxiety
2．1．1 Trait Anxiety
2．1．2 State Anxiety
2．2 Components of FL Classroom Anxiety
2．2．1 Communication Apprehension
2．2．2 Test Anxiety
2．2．3 Fear of Negative Evaluation
2，3 Research on the Impact of FL Classroom Anxiety on Learners
2．3．1 The Negative Effects of FL Classroom Anxiety
2．3．2 The Positive Effects of FL Classroom Anxiety
2．4 Research on Main Causal Factors of FL Classroom Anxiety
2．4．1 Gender of Learners
2．4．2 Education Levels of Learners
2．4．3 Language Competence of Learners
2．4．4 Main Personality Traits of Leamers
2．4．5 Learners\' Beliefs on FL Learning
2．4．6 Instructors\' Beliefs on FL Learning/Teaching
2．4．7 Instructor-learner Interactions
2．4．8 Classroom Procedure
2．4．9 Language Testing
2．4．10 Social Status and Self-identity
2．5 Research on Learners\' FL Classroom Anxiety Coping Strategies
2．5．1 Learners\' \"Immature\" Type of Coping Strategies
2．5．2 Learners\' \"Mature\" Type of Coping Strategies
2．6 Summary

CHAPTER 3 RESEARCH METHODOLOGY
3．1 Research Design
3．2 Participants
3．3 Instruments
3．3．1 Close-ended Questionnaires
3．3．2 Semi-structured Individual Interviews
3．4 Data Collection
3．4．1 Procedure of the Questionnaires
3．4．2 Procedure of the Semi-structured Individual Interviews
3．5 Data Analyses
3．5．1 Analyzing the Data of the Closed-ended Questionnaires
3．5．2 Analyzing the Data of the Semi-structured Interviews
3．6 Summary

CHAPTER 4 RESULTS
4．1 Results of FL Classroom Anxiety Levels，and Levels of Communication
Apprehension （CA），Test Anxiety (TA），and Fear of Negative Evaluation
4．1．1 Levels of FL Classroom Anxiety
4．1．2 Levels of Communication Apprehension (CA），Test Anxiety (TA），and Fear of Negative Evaluation (FNE）
4．2 The Relationship between the Students\' FL Classroom Anxiety and the Four Independent Variables
4．2．1 Gender and the Students\' FL Classroom Anxiety
4．2．2 Field of Study and the Students\' FL Classroom Anxiety
4．2．3 Level of Academic Year and the Students\' FL Classroom Anxiety
4．2．4 Level of College and the Students\' FL Classroom Anxiety
4．3 Causes of the Chinese Bouyei College Students\' FL Classroom Anxiety
4．3．1 Results from the Factor Analysis of the FLCAS Items
……
CHAPTER 5 DISCUSSION，RECOMMENDATION AND CONCLUSION
REFERENCES
APPENDICES

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大学生英语学习课堂焦虑及其应对策略

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