【作者】 陈朝晖；

【导师】 姜瑾；

【作者基本信息】 苏州大学 ， 英语语言文学， 2006， 硕士

【摘要】 随着人文主义心理学的发展,教育中的情感因素越来越受到重视。外语教学研究者们发现,情感在外语学习和教学过程中起着关键作用。它决定着外语学习和教学的成功或失败;情感与认知并驾齐驱成为健全人格发展的重要组成部分。从这个意义上讲,情感己不单纯是语言教学的问题,甚至不完全是教育本身的问题,而是有关人的发展的问题。因此,对情感和认知的关注都是外语教学中不可或缺的。关注情感可以提高教学效果;反之,良好的外语教学也能帮助学生培养积极、健康的情感,形成良好的心理品质。近年来,国内学者对语言学习中的情感因素进行的研究不断增多,但对情感因素的探讨大多集中在理论层面上,实证研究较少,尤其是在对大学新生英语学习的情感方面的研究就更少了。本文采用定量和定性方法,以172名非英语专业大学新生为对象,研究分析了外语学习中的四个主要情感因素——动机、焦虑、抑制和自信心及其相互关系,不同家庭背景、性别等对大学生情感因素的影响;本研究采用主成分分析法,提出了大学非英语专业新生的动机类型及提高学习动机的建议。本研究表明,动机在英语学习中具有重要的作用,大学一年级新生学习外语的动机偏低,动机类型主要是工具型,各情感因素之间具有明显的相关性。新生的高考成绩与自信心和动机无显著相关性,而与焦虑和抑制呈显著的负相关。女生学习英语的自信心、外在动机、内在动机、工具型动机、融合型动机和动机强度均高于男生,而女生抑制程度则低于男生。城市学生的外在动机、工具型动机和动机强度明显高于农村学生。教师应着重从以下几方面来提高学生的学习动机: 1)帮助学生消除消极的情感因素,培养积极的情感因素; 2)了解学生的情感个体差异,因材施教; 3)培养有益的课堂学习气氛,以消除学生的焦虑; 4)鼓励学生工具型和融合型动机的平衡发展; 5)采取有效措施提高学生的内在动机。更多还原

【Abstract】 Affective factors in education have gained importance with the development of humanistic psychology since the 1960s. Scholars have discovered that affectivity plays a significant role in foreign language learning and teaching. The importance of affectivity in Foreign Language Learning & Teaching is embodied at two different levels. At the surface level, affective factors determine the success or failure in learning and teaching. At the deep level, affectivity is an essential domain of whole-person development parallel to cognition. In this sense, affectivity is not simply an issue of language learning and teaching, nor an issue of education, but an issue of the development of human beings. Therefore, it is indispensable to pay attention to affectivity as well as to cognition in FLT. Attention to affectivity can improve language learning and teaching, in turn, language teaching can contribute in a very significant way to educating students affectively. In recent years in China, more attention has been directed to affective aspects in FLL&T, but most of it is at the theoretical level, the empirical researches are less and insufficient, especially those with college freshmen.In this thesis, the four affective factors in foreign language learning, that is, motivation, anxiety, inhibition and self-esteem, were investigated using quantitative and qualitative analysis. 172 non-English major freshmen in Suzhou University were involved in this study as subjects. The influence of family backgrounds and sex on affective factors was also studied. Motivation types of non-English major freshmen were analyzed by PCA (Principal Component Analysis) and suggestions for ways of improving motivations were raised. The research results showed that various affectivities are intertwined and interrelated, and motivation plays a very important role in successful attainment of language acquisition. College freshmen have low motivation intensity. The instrumental motivation is the main type of motivations. Learners’previous achievement has no significant correlation with self-esteem or motivation;however, it has significant negative correlation with anxiety and inhibition. Girls have higher level of self-esteem, extrinsic motivation, intrinsic motivation, instrumental motivation and integrative motivation. And they hold lower inhibition than male students. The motivation intensity of female is also higher than male. Students from urban areas have a higher level of extrinsic motivation,更多还原