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1 学校编码 :10384 学号 :X 分类号密级 UDC 硕士学位论文独立学院非英语专业大学生英语听力焦虑与听力策略的相关性研究 A Study on the Correlation between English Listening Anxiety and Listening Strategies of Non-English Majors in Independent Colleges 林雅彬指导教师姓名 : 王善平副教授专业名称 : 外国语言学及应用语言学论文提交日期 : 年 1 1 月论文答辩时间 : 年 11 月学位授予日期 : 年 12 月答辩委员会主席 : 评阅人 : 2011 年月

3 厦门大学学位论文原创性声明本人呈交的学位论文是本人在导师指导下, 独立完成的研究成果本人在论文写作中参考其他个人或集体已经发表的研究成果, 均在文中以适当方式明确标明, 并符合法律规范和厦门大学研究生学术活动规范 ( 试行 ) 另外, 该学位论文为 ( ) 课题 ( 组 ) 的研究成果, 获得 ( 资助, 在 ( ) 课题 ( 组 ) 经费或实验室的 ) 实验室完成 ( 请在以上括号内填写课题或课题组负责人或实验室名称, 未有此项声明内容的, 可以不作特别声明 ) 声明人 ( 签名 ): 年月日

5 厦门大学学位论文著作权使用声明本人同意厦门大学根据中华人民共和国学位条例暂行实施办法等规定保留和使用此学位论文, 并向主管部门或其指定机构送交学位论文 ( 包括纸质版和电子版 ), 允许学位论文进入厦门大学图书馆及其数据库被查阅借阅本人同意厦门大学将学位论文加入全国博士硕士学位论文共建单位数据库进行检索, 将学位论文的标题和摘要汇编出版, 采用影印缩印或者其它方式合理复制学位论文本学位论文属于 : ( )1. 经厦门大学保密委员会审查核定的保密学位论文, 于年月日解密, 解密后适用上述授权 ( )2. 不保密, 适用上述授权 ( 请在以上相应括号内打或填上相应内容保密学位论文应是已经厦门大学保密委员会审定过的学位论文, 未经厦门大学保密委员会审定的学位论文均为公开学位论文此声明栏不填写的, 默认为公开学位论文, 均适用上述授权 ) 声明人 ( 签名 ): 年月日

7 Abstract Abstract For many years, the role of anxiety in foreign language learning or second language acquisition has attracted great attention of numerous researchers. Although there are abundant researches about the language learning anxiety and learning strategies, few studies have been made on the correlations between listening anxiety and listening strategy use of Chinese college students. As to those in independent colleges, there is hardly one. Therefore, the study focuses primarily on the state of their listening anxiety level and listening strategy use, as well as the correlation between them. The study adopts questionnaires for a survey on listening anxiety and listening strategies with 137 second-year non-english majors from Chengyi College of Jimei University and Xiehe College of Fujian Normal University. The instruments in the present research include three questionnaires, an English proficiency test of CET-4, and face-to-face interviews with ten students. The study utilizes a series of data analysis methods including descriptive analysis, t-tests, Pearson correlation analysis and multiple comparisons with the help of SPSS The results first suggest that listening comprehension anxiety is a pervasive phenomenon among the non-english majors in independent colleges % of all the subjects experience a medium level of listening anxiety and 22.63% of all experience a high level of listening anxiety. Listening anxiety has a significantly negative relationship with listening proficiency. Secondly, there is no obvious difference in listening anxiety level between male and female students, but males demonstrate a bit more anxiety than females. Thirdly, with regard to other background variables, English listening anxiety is demonstrated to have significant relationship with interest, self-reported listening proficiency and self-reported listening anxiety, but no significant relationships between English listening anxiety and average time spent on English listening training everyday and motivation are found. Fourthly, there exists a significantly negative correlation between listening anxiety and listening strategies. Among the three strategy categories, the negative correlation between anxiety level and use of cognitive strategy is strongest. Besides, there is significant difference among different anxiety groups in the use of listening strategies, primarily I

8 Abstract in the employment of cognitive strategies and metacognitive strategies. Finally, qualitative research identified four possible sources of English listening anxiety: characteristics of listening activity, characteristics of listening materials, characteristics of listening tasks, learner and instructor beliefs. Based on the results of the research, the present study s implications are that teachers should pay attention to learners anxiety state and help them control their negative feelings. Taking into account negative correlation between listening anxiety and listening strategies, teachers should teach students some listening strategies so as to overcome their listening anxiety and get better listening results. Key words: Listening Comprehension; Listening Anxiety; Listening Strategies; Independent Colleges II

9 摘要摘要多年来, 焦虑对外语 / 二语习得的作用受到了众多研究者的极大关注尽管有关语言学习焦虑和学习策略的研究非常丰富, 但是关于英语听力焦虑和听力策略这两个因素的相互关系的研究却较少, 特别是更鲜有以独立学院非英语专业本科生为对象所进行的研究因此, 本研究对独立学院非英语专业学生的英语听力焦虑程度, 听力策略的使用情况以及两者之间的关系进行了较为系统化的实证研究本研究对集美大学诚毅学院和福建师范大学协和学院 137 名大学二年级非英语专业本科生的英语听力焦虑程度和听力策略使用情况进行了调查与分析研究工具为三份问卷, 即汉语版的背景问卷听力焦虑量表听力策略量表和大学英语四级模拟考试中的听力成绩数据收集完成之后, 作者使用社会科学统计软件包 SPSS17.0 对数据进行分析, 使用描述性分析, 皮尔逊相关分析, 独立样本 T 检验和多重比较等统计方法对数据进行处理随后, 本文作者对 10 位调查对象进行访谈以了解他们焦虑产生的主要根源研究结果表明 :(1) 独立学院非英语专业学生在英语听力过程中普遍存在焦虑情况, 67.88% 的学生有中度的听力焦虑,22.63% 的学生有高度的听力焦虑并且听力焦虑与听力水平呈显著负相关 ; (2) 男生和女生的听力焦虑程度没有显著差异, 但男生比女生稍显焦虑 ;(3) 听力焦虑与听力兴趣自评听力水平自估焦虑水平有显著相关性, 但与每天练习听力时间掌握听力技能的动机没有明显的相关性 ;(4) 学生的听力焦虑水平与听力策略的使用呈显著负相关, 其中认知策略和听力焦虑的负相关程度最高 ; 在策略的使用上, 不同听力焦虑水平的学生使用听力策略状况差异显著, 特别是认知策略和元认知策略方面 ;(5) 引起听力焦虑的可能根源为 : 听力活动的特点, 听力材料的特点, 听力任务的特点以及学习者和教师的观念本研究的主要启示是英语教师应该关注学生的焦虑状态并帮助他们进行调节在帮助学生降低英语听力焦虑时, 应该考虑到听力策略与听力焦虑呈显著负相关, 教师要教会学生一些听力策略以减低焦虑从而达到更好的听力学习效果关键词 : 听力理解 ; 听力焦虑 ; 听力策略 ; 独立学院 III

10 Table of Contents Table of Contents Abstract...Ⅰ Chapter One Introduction Background of the Present Thesis Purposes of the Present Thesis Organization of the Present Thesis 4 Chapter Two Literature Review Overview Studies on Listening Comprehension Definition of Listening Comprehension Characteristics of Listening Comprehension Significance of Listening Comprehension Studies on Listening Comprehension at Home and Abroad Studies on Foreign Language Anxiety Definition of Anxiety and Foreign Language Anxiety Classification of Foreign Language Anxiety Facilitating Anxiety and Debilitating Anxiety Input Anxiety, Processing Anxiety and Output Anxiety Trait Anxiety, State Anxiety and Situation-specific Anxiety Communication Apprehension, Test Anxiety and Fear of Negative Evaluation Controversies on the Role of Foreign Language Anxiety Studies on Foreign Language Listening Anxiety Definition of Foreign Language Listening Anxiety Previous Studies on Foreign Language Listening Anxiety Causes of Foreign Language Listening Anxiety Studies on Language Learning Strategies Research on General Language Learning Strategies Research on Listening Strategies Researches on the Relationship between Language Learning Strategies and IV

11 Table of Contents Foreign Language Anxiety Summary...24 Chapter Three Research Methodology Overview Research Questions of the Present Study Research Design Subjects Instruments English Listening Proficiency Test Background Information Questionnaire (BIQ) English Listening Anxiety Scale (ELAS) English Listening Strategy Scale (ELSS) Face-to-face Interview Pilot Study and Reliability Assessment Data Collection Procedures Data Analysis Procedures...30 Chapter Four Results of the Study Overview Descriptive Analysis of the ELAS Correlation between English Listening Anxiety and Subjects Background Variables English Listening Anxiety and Gender Background Information of Male and Female Subjects Gender Differences in English Listening Anxiety English Listening Anxiety and Other Background Variables Correlation between English Listening Anxiety and Listening Proficiency Correlation between Listening Anxiety and Listening Strategies Use Frequency of Three Listening Strategies by Subjects Correlation between Listening Anxiety and the Use of Three Listening Strategies Differences in the Use of Listening Strategies among the Three Listening Anxiety Levels Subjects Reponses in the Interviews Main Sources of Listening Anxiety..42 V

12 Table of Contents Characteristics of Listening Activity Characteristics of Listening Materials Characteristics of Listening Tasks Learner and Instructor Beliefs Summary...44 Chapter Five Discussions of the Study Overview Findings about the State of English Listening Anxiety Influence of Learners Background Factors on English Listening Anxiety Analysis of Gender Difference in Listening Anxiety Analysis of Effects of Other Background Variables on Listening Anxiety Analysis of the Relationship between the English Listening Anxiety and Listening Proficiency Analysis of the Use Frequency of English Listening Strategies Analysis of the Relationship between Listening Anxiety and Listening Strategies Analysis of Major Sources of Listening Anxiety Summary...54 Chapter Six Conclusions Overview Major Findings of the Study Implications of the Study Theoretical Implications Practical Implications Limitations of the Study and Suggestions for Future Study.60 Appendices...62 References 78 Acknowledgements...85 VI

13 目录目录中文摘要... Ⅲ 第一章前言研究背景研究目的文章结构...4 第二章文献综述内容简介听力理解听力理解的定义听力理解的特征听力理解的重要性国内外听力理解研究现状外语学习焦虑研究焦虑及外语学习焦虑的定义外语学习焦虑的分类外语学习焦虑的相关研究外语听力学习焦虑外语听力焦虑的定义外语听力焦虑的相关研究外语听力焦虑的根源外语学习策略外语学习策略的相关研究外语听力策略的相关研究听力焦虑与听力理解策略的相关性研究本章小结...24 VII

14 目录第三章研究方法内容简介研究问题研究设计研究对象研究工具英语听力水平测试学习者背景问卷英语听力焦虑量表英语听力策略量表面对面访谈问卷信度及效度评估数据收集过程数据分析过程第四章研究结果内容简介英语听力焦虑量表描述性分析英语听力焦虑与学习者背景因素的相关性英语听力焦虑和性别男生与女生背景信息描述性分析英语听力焦虑和性别的相关性英语听力焦虑和其它背景因素的相关性英语听力焦虑与听力水平的相关性英语听力焦虑与听力策略的相关性英语听力策略使用情况英语听力焦虑与听力策略的相关性不同听力焦虑组听力策略的使用情况被采访者的反馈英语听力焦虑主要根源听力活动的特点..42 VIII

15 目录听力材料的特点听力任务的特点学生和教师的个人观念本章小结...44 第五章研究结果讨论内容简介独立学院非英语专业大学生听力焦虑现状分析影响英语听力焦虑的学习者背景因素分析性别对英语听力焦虑的影响其它学习者背景因素对英语听力焦虑的影响英语听力焦虑与听力水平的关系分析英语听力策略的使用情况分析英语听力焦虑与听力策略的关系分析英语听力焦虑的主要根源分析本章小结...54 第六章结论内容简介研究的主要发现研究的启示理论启示实践启示研究中的不足之处附录...62 参考文献..78 致谢...85 IX

17 Degree papers are in the Xiamen University Electronic Theses and Dissertations Database. Full texts are available in the following ways: 1. If your library is a CALIS member libraries, please log on and submit requests online, or consult the interlibrary loan department in your library. 2. For users of non-calis member libraries, please mail to etd@xmu.edu.cn for delivery details.

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