语言焦虑对中学英语听力教学影响及启迪

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(TheAffectiveFilterHypothesis)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,鉴戒二语习得理论,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。【关键词】：焦虑中学英语听力教学启示
【论文提纲】：ChineseAbstract2-3Abstract3-4ChineseSynopsis4-8Introduction8-10ChapterOneLiteratureReview10-211.1StudiesonListeningComprehension10-111.1.1DefinitionofListeningComprehension101.1.2CharacteristicsofListeningComprehension10-111.2DefinitionsofAnxietyandLanguageAnxiety11-121.2.1DefinitionofAnxiety11-121.2.2DefinitionofLanguageAnxiety121.3ClassificationofAnxiety12-131.3.1StateAnxietyortraitAnxiety121.3.2DebilitatingAnxietyandFacilitatingAnxiety12-131.4CorrelatesofLanguageAnxiety13-171.4.1Self-esteem141.4.2ToleranceofAmbiguity141.4.3Risk-taking141.4.4Competitiveness14-151.4.5SocialAnxiety151.4.6TestAnxiety15-161.4.7IdentityandCultureShock161.4.8Beliefs161.4.9ClassroomActivitiesandMethods16-171.4.10Introductory-learnerInteractions171.5ImpactofLanguageAnxietyonForeignLanguageLearning17-181.6Currentapproachestoreduceanxiety18-191.7AimsofthePresentStudy:ThreequestionstoAnswer19-21ChapterTwoManagementofAnxietyinListeningClass:aSurvey21-292.1Subjects212.2Instruments212.rocedures21-292.3.1Pre-teststage21-222.3.2Applicationofnewteachingtechniquestoreduceanxiety22-262.3.ost-teststage26-272.3.4Datacomparison27-29ChapterThreeDiscussion:PossibleAnswerstoThreeQuestions29-343.1MajorReasonorAnxietyinListeningClassSummarizedfromtheExperiment29-313.1.1Learner'sreasons29-303.1.2Teacher'sreasons30-313.1.3Environmentalreasons313.2PossibilityofAnxietyManagement31-323.2.1Cananxietyinlisteningclassbereduced?313.2.2Towhatdegreecanlisteninganxietybereduced31-323.3DiscussiononDetailsoftheNewTeachingTechniquesinvolved32-34ChapterFourImplicationforListeningTeachinginMiddleSchools34-384.1CurrentsituationofListeningTeachinginChina344.2SuggestionorImprovement34-384.2.1Syllabusdesign34-354.2.2Improvementofteachers'qualities35-364.2.3.Cultivationofstudents'psychologicalquality36-38ChapterFiveAnExperimentontheEffectivenessofNewTeachingMethodstoReduceAnxiety38-405.1Subjects385.2Methods385.3ResultsandAnalyses38-395.4Summary39-40Conclusion40-41Bibliography41-44Appendix44-52Acknowledgements52