| （摘要内容经过系统自动伪原创处理以避免复制，下载原文正常，内容请直接查看目录。） 多年来，焦炙身分在二语习得及外语进修中的感化遭到了浩瀚研究者的极年夜存眷。人们从分歧角度对说话进修焦炙睁开了年夜量的研究。但是，纵不雅国际外相干研究，德语论文，作者发明年夜部门研究者只是广泛地研究了说话进修进程中的焦炙感，而针对与各项说话技巧亲密相干的焦炙情感的研究却少之又少。而且，在中国对于外语听力焦炙的较有作用力的研究也寥寥可数。另外，作者发明，在以往针对英语进修焦炙的研究中，人们常常疏忽了对一个特别群体的研究，行将英语作为第二外语的进修者群体。在此配景下，本文拟就中国非英语系年夜先生的听力焦炙成绩睁开实证研究，并将以英语作为第二外语的德语系先生所阅历的英语听力焦炙归入研究规模。本研究旨在答复以下几个成绩。起首，在中国非英语系年夜先生的英语听力进修中能否存在英语听力焦炙？假如存在，那形成他们焦炙情感的潜伏身分有哪些？第二，在英语听力进修中，进修者的听力程度，听力焦炙程度与听力战略运用等身分之间能否存在相干关系？第三，在英语听力焦炙程度和听力战略的运用方面，德语系先生能否与非说话类专业先生有显著的分歧？最初，分歧性其余进修者在英语听力焦炙程度和听力战略运用方面能否存在明显差别？本研究所用数据来自对山东修建年夜学81名非英语系的年夜二先生所做的问卷查询拜访和对个中12逻辑学生停止的访谈。研究对象中有23名德语系先生。研究对象包含：2017年6月年夜学英语四级听力测试，汉语版的根本信息问卷、英语听力焦炙量表、英语听力战略量表，和与部门介入者的说话。查询拜访研究所得数据均经由过程社会迷信统计软件SPSS17。0停止了响应处置。作者针对分歧的数据停止了响应的信度磨练，描写性剖析，自力样本T磨练或皮尔逊相干剖析。研究发明，英语听力焦炙普遍存在于非英语系年夜先生的英语听力进修中，并整体上与听力程度呈较为明显的负相干。先生的听力焦炙程度与其听力战略程度亦呈较为明显的负相干。在英语听力焦炙程度和听力战略的运用方面，德语论文网站，德语系先生与非说话类专业先生之间，分歧性其余进修者之间不存在明显差别。另外，作者经由过程研究对象在查询拜访问卷及访谈中所作的答复，联合以往的研究，分离从小我、文本及听力进程的角度商量了外语进修焦炙的潜伏作用身分。最初，作者联合本文的研究发明，针对英语听力教与学提出了一些建议，愿望可以或许赞助英语教员和先生熟悉以到听力焦炙的存在及作用，以便采用积极有用的办法，如进步先生的信念，传授有用的听力战略等，赞助先生战胜焦炙情感对英语听力进修形成的晦气作用。 Abstract: Over the years, the identity anxiety in two language acquisition and foreign language learning in the role has been greatly vast researchers concern. People have much research from different angles of language learning anxiety open. But longitudinal international and foreign relevant research, the author invented, Nianye sector research is widely delibrate the speaking anxiety in the learning process are, and for anxiety emotion and the speaking skills is closely related to the research is less. Moreover, in the research on foreign language listening anxiety China more influential is very few. Also the invention, in the past in the study of English learning anxiety, people often neglect the research to a particular group, the upcoming English as a second language learner groups. Under this background, this paper intends to Chinese non English major university student's listening anxiety scores open empirical research and in English as second language of German students the experience of English listening anxiety included in the scope of the study. This study aims to answer the following questions. First of all, China in non English Majors English listening training in university student ability in English listening anxiety? If there is, the formation of latent identity anxiety they have? Second, in English listening learning, learners' listening comprehension, listening anxiety and listening strategy use copious whether presence of coherent relationship? Third, in the English listening anxiety and listening strategy application, German professional students can and significant differences in the non language professional students? Initially, the rest of different learners in English listening anxiety and listening strategy use degree whether there is obvious difference? This study used data from of Shandong Construction University 81 non English major sophomore Mr. questionnaire survey and interviews of medium logic 12 students stop. 23 German major research object in mr.. The research object includes: 2017 June learn English CET 4 listening test, the Chinese version of the basic information questionnaire, English listening anxiety scale, English listening strategy questionnaire, and and departments involved in the talk. The survey data were obtained through the process of social science research statistical software SPSS17. 0 stop response. The data for the differences in the reliability training response, descriptive analysis, independent samples T test or analysis of coherent Pearson. Considers to discover, English listening anxiety widespread in English Listening Learning of non English major university student, and on the whole with the hearing level was more obvious negative correlation. The students' listening degree and listening strategies of anxiety was also obvious negative coherent. In application of the English listening anxiety and listening strategy, Mr. German professional and non language professional students between, between the rest of the sex differences of learning does not exist significant differences. Also, the author through the process of the research object in the query visit questionnaires and interviews in the reply, combined with previous studies, separation from a young age I, text and listening process point of view to discuss the foreign language learning anxiety of latent factors. Initially, co authors of this paper considers to discover, for English listening teaching and learning put forward some suggestions, wishes can perhaps sponsorship should be familiar with the English teachers and students to the existence and the influence of listening anxiety, so that the active and useful way, such as the conviction of Mr progress, to impart useful listening strategy, sponsored by Mr. overcome anxiety on English Listening Learning adverse effects on the formation of. 目录: |
