中外合作辦學下的大學生外語學習焦慮研究及對策——以廣西大學為例.pdf

1、廣西大學碩士學位論文中外合作辦學下的大學生外語學習焦慮研究及對策——以廣西大學為例姓名：劉戰(zhàn)波申請學位級別：碩士專業(yè)：外國語言學及應用語言學指導教師：覃成強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