發(fā)布時(shí)間：2020-12-17 02:41

　　外語(yǔ)焦慮是學(xué)習(xí)者因外語(yǔ)學(xué)習(xí)的特殊性而產(chǎn)生的一種與課堂外語(yǔ)學(xué)習(xí)相關(guān)的自我意識(shí)、信念、情感和行為的綜合體（Horwitz,1986:125-132）。外語(yǔ)寫(xiě)作焦慮指的是在外語(yǔ)寫(xiě)作過(guò)程中產(chǎn)生的相對(duì)持久的焦慮。它通常表現(xiàn)為思維活動(dòng)受阻,生理反應(yīng)增強(qiáng)和行為不適（Cheng,2004）。外語(yǔ)寫(xiě)作焦慮可分為生理焦慮,認(rèn)知焦慮和避免行為。大多數(shù)研究集中于大學(xué)生英語(yǔ)寫(xiě)作焦慮和寫(xiě)作成績(jī)的相關(guān)關(guān)系,而鮮有研究揭示了高中生英語(yǔ)寫(xiě)作焦慮和寫(xiě)作成績(jī)之間的因果關(guān)系。因此,本研究以高一年級(jí)學(xué)生作為研究對(duì)象,并提出了三個(gè)研究問(wèn)題。（1）高中生英語(yǔ)寫(xiě)作焦慮現(xiàn)狀如何?（2）高,中,低英語(yǔ)寫(xiě)作焦慮程度的學(xué)生在英語(yǔ)寫(xiě)作成績(jī)上有何差異?（3）高中生英語(yǔ)寫(xiě)作焦慮在多大程度上與英語(yǔ)寫(xiě)作成績(jī)相關(guān)?英語(yǔ)寫(xiě)作焦慮的三個(gè)維度在多大程度上有助于預(yù)測(cè)英語(yǔ)寫(xiě)作成績(jī)?本文以江西省瑞金市第三高級(jí)中學(xué)135名高一學(xué)生為研究對(duì)象,對(duì)他們進(jìn)行了問(wèn)卷調(diào)查,同時(shí)收集了受試者的寫(xiě)作成績(jī)。本研究采用描述性分析,單因素方差分析,相關(guān)性分析和回歸分析方法,探索英語(yǔ)寫(xiě)作焦慮與寫(xiě)作成績(jī)之間的關(guān)系。該研究得出以下結(jié)論:首先,高中生在寫(xiě)作中經(jīng)歷了中等程度的英語(yǔ)寫(xiě)作焦慮。第二,... 

【文章來(lái)源】：江西師范大學(xué)江西省

【文章頁(yè)數(shù)】：76 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Purpose and Significance of the Research
    1.3 Organization of the Thesis
Chapter Two Literature Review
    2.1 Theoretical Basis
        2.1.1 The Affective Filter Hypothesis
        2.1.2 Humanism Psychology
        2.1.3 Tobia’s Three-stage Model
    2.2 Previous Studies on Foreign Language Writing Anxiety Abroad and at Home
        2.2.1 Previous Studies on Foreign Language Writing Anxiety Abroad
        2.2.2 Previous Studies on Foreign Language Writing Anxiety at Home
Chapter Three Methodology
    3.1 Research Questions
    3.2 Subjects
    3.3 Instruments
        3.3.1 Questionnaire
        3.3.2 English Writing Test
        3.3.3 Interview
    3.4 Research Procedure
    3.5 Data Collection and Analysis
        3.5.1 Pilot Study
        3.5.2 Formal Study
        3.5.3 Data Analysis Procedures
Chapter Four Results and Discussion
    4.1 Results and Discussions for Research Question1
        4.1.1 The Students’Attitudes Towards Their Present English Writing
        4.1.2 The Overall English Writing Anxiety
        4.1.3 Somatic Anxiety
        4.1.4 Cognitive Anxiety
        4.1.5 Avoidance Behavior
    4.2 Results and Discussions for Research Question2
    4.3 Results and Discussions for Research Question3
        4.3.1 The Correlation between English Writing Anxiety and English WritingAchievement
        4.3.2 Regression Analysis of English Writing Anxiety
    4.4 The Interview
    4.5 Summary
Chapter Five Conclusion
    5.1 Major Findings of the Study
    5.2 Implications of the Present Study
    5.3 Limitations and Suggestions for Further Research
Bibliography
Appendix Ⅰ The English Writing Anxiety Questionnaire
Appendix Ⅱ The English Writing Test
Appendix Ⅲ The Standard of Evaluation for English Writing
Appendix Ⅳ Interview
Acknowledgements
在讀期間公開(kāi)發(fā)表論文（著）及科研情況



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