中外合作辦學(xué)下的大學(xué)生外語學(xué)習(xí)焦慮研究及對策——以廣西大學(xué)為例.pdf

1、廣西大學(xué)碩士學(xué)位論文中外合作辦學(xué)下的大學(xué)生外語學(xué)習(xí)焦慮研究及對策——以廣西大學(xué)為例姓名：劉戰(zhàn)波申請學(xué)位級別：碩士專業(yè)：外國語言學(xué)及應(yīng)用語言學(xué)指導(dǎo)教師：覃成強(qiáng)20100601STUDYONCOLLEGESTUDENTS’FOREIGNLANGUAGELEARNINGANXIETYANDITSCOUNTERMEASURESINSINOFOREIGNJOINTEDUCATIONALINSTITUTE——ACASEOFGUANGⅪUNⅣERSI

2、TYABSTRACTWiththedevelopmentofhumanisticpsychologytheinfluenceofaffectivefactorsinforeignlanguagelearninghasgainedmoreandmoreattentionfromresearchersandforeignlanguageteachersIthasbeenrevealedbymanyresearchesthataffectiv

3、efactorshaveimportanteffectsontheresultsofforeignlanguagelearningAccordingtoBrown(1987)，amongallindividualfactors，affectisoneofthemostimportantthatdeterminestheresultofsecondlanguageacquisition，forhumanbehaviorsaremainly

4、dominatedbyaffectivefactorsWangChurning(2001)heldthataffectandmothertonguearethetwomostimportantfactorsinfluencingforeignlanguagelearning；andofthetwofactors，affectisastartingmachinethatisresponsibleforsettingthelearningm

5、echanisminmotionandlearningwillrunintodifficultyifaffectdoesnotworkproperlyAccordingtOArnoldandBrown(1999)，anxietyisquitepossiblytheaffectivefactorthatmostpervasivelyobstructsthelearningprocessHavingmadeadistinctionbetwe

6、enForeignLanguageLearningAnxiety(FLLAthereafter)andthegenerallearninganxietyearlyresearchershaveconductedextensivestudiesinthisfieldandarrivedatmanyimportantconclusionsBasedonformerresearches，麗tllquestionnaireadaptedfrom

7、Horwitzetal’s(1986)ForeignLanguageClassroomAnxietyScale(FLCASthereafter)，intheformofexaminationandinterviewacasestudyofGuangxiUniversityhasbeenimplementedtOilluminateFLLAinthenewteachingenvironment—sinoforeignjointeducat

8、ionalinstitute(SJEIthereafter)Theresearchhasachievedthefollowingfindings：inSJEI，therestillexistsFLLA，whichexecsnegativeeffectonstudents’foreignlanguagestudy；thereisnocoelationbetweenFLLAandindividual’Sfactorsincludinggen