【作者】 张睿；

【导师】 甘世安；

【作者基本信息】 西北大学 ， 外国语言学及应用语言学， 2013， 硕士

【摘要】 自二十世纪七十年代以来,语言研究者开始注意到在语言学习的过程中,学习者的个体差异发挥着主要的作用。在各种影响外语学习的情感变量中,不同的研究者都发现,外语焦虑的作用是最为突出的。这很可能和学习者的个体差异有关,因此,特别是在二十世纪九十年代,这一领域吸引了越来越多的语言学家的关注。外语焦虑的问题已经被发现多年,但是,直到近些年,研究者们才开始接受外语焦虑这一概念。大量关于外语焦虑的研究并没有取得一致的结论。本研究以Horwitz的外语焦虑的研究为理论支撑,验证了合作学习法在降低外语焦虑中的作用,涉及的对象为英语专业和非英语专业的大学一年级学生。本研究的研究问题如下：1.合作学习法对降低外语焦虑程度是否有效?2.合作学习法如何影响学生的外语焦虑程度?3.在何种情形下,合作学习法对降低外语焦虑最为有效?4.合作学习法在降低外语焦虑程度中,是否同时适用于英语专业和非英语专业的学生?5.合作学习法在降低外语焦虑程度中,是否同时适用于男性和女性?本研究的研究对象包括西安一所三本院校的50名英语专业和50名非英语专业的大一学生。采取定量研究与定性研究相结合的方式进行调查研究。定量研究采用的研究工具包括Horwitz及其同事设计的外语课堂焦虑量表。第二个研究工具是学生每周填写的自己在英语课堂的感受,用来监测学生每周外语焦虑情况的变化并帮助找到合作学习中相关因素和外语焦虑程度的关系。第三个工具通过研究学生的课堂行为表现,验证了学生外语焦虑情况的变化。定性研究部分采取半结构访谈的形式,对调查对象中参加实验的十二名同学进行访谈,目的是补充定量研究结果,进一步探求合作学习法在降低外语焦虑中所起的作用。本研究表明：1)合作学习法是一种有效降低学生外语焦虑的方法。2)合作学习法适用于英语专业和非英语专业的学生,对英语专业的学生更加有效。3)在合作学习中,小组人员的安排会影响学生的焦虑程度,具体表现在小组的形成方式对外语焦虑的影响。4)在合作学习中,小组人员的人数会影响外语焦虑的程度。5)合作学习对男性和女性都适用,在本研究中,对女性学生更有效。6)合作学习给学生提供了一个轻松的学习氛围,给他们更多准备和练习的时间,营造了一个相互支持的学习环境。在合作学习中,老师应注意影响小组合作的因素,并且避免布置过难的任务。同时,不断鼓励学生,增强学生的信心。这项研究的意义在于它能指导外语教学实践,并进一步加深我们对中国学生的外语焦虑和外语教学关系的理解。验证了合作学习对降低外语教学的有效性,从而为外语教师提供了一种行之有效的教学方法。同时学生们通过这一研究,加深了对外语焦虑的理解,帮助他们成为成功的外语学习者。更多还原

【Abstract】 Since1970s, researchers have realized that learners’individual differences play a major role in the process of foreign language learning. For those involved in Second Language Acquisition and Foreign Language Teaching, the study and identification of these differences is a must within an increasingly rich and interdisciplinary pedagogic context. Among the various affective variables which influence foreign language learning, different authors (Gardner1985; Skehan1989; Laesen-Freeman&Long1991) note that foreign language anxiety is most outstanding. This construct is likely due to some of the learners’ individual differences and, accordingly, has attracted the attention of relevant linguists, particular during the90’s.Though the problem of foreign language anxiety has been noticed for years, it was not until recently that the researchers started to accept the term foreign language anxiety. The academic studies provide inconsistent results. Based on Horwitz’s construction of foreign language anxiety as theoretical foundation, the present day aims to test the effectiveness of using cooperative learning strategy as an intervention to reduce foreign language anxiety for both English and non-English majors in freshmen college students. The research questions of this study are as follows:1. Does cooperative learning strategy effectively reduce students’foreign language anxiety?2. In what way does cooperative learning strategy change students’anxiety level?3. In what kind of circumstances does cooperative learning strategy work best?4. Does cooperative learning strategy work for both English majors and non-English majors?5. Does cooperative learning strategy work for both genders?Both quantitative and qualitative methods are applied in the present study. The subjects in this study are50English major and50non-English majors from the first grade in an independent college in Xi’an. Three instruments are adopted for the quantitative study. The first one is the Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitzte al.(1986). The validity and reliability of this scale has been tested by many researchers and has been used as an instrument for many studies relating to foreign language anxiety. The second tool is students’ weekly self-report of their feelings in the English classes, which is used to assess the changing of students’anxiety level and assist the findings of the possible relationship with different arrangements of cooperative learning groups and students’ anxiety level. The third tool is students’anxiety behavior checklist which tests and verifies students’ anxiety level changing from the behavioral perspective. The qualitative part uses a semi-structured interview and twelve participants from the experimental group are interviewed. The qualitative research adds more insights from students’ perspectives and provides information for further study the role cooperative learning plays in reducing foreign language anxiety.The results of the present study show:1) Cooperative learning strategy is an effective way to reduce students’ foreign language anxiety.2) Cooperative learning strategy works both for English and non-English majors, and it’s effect is more obvious in the English major group.3) In cooperative learning, group formation can be a factor that either raises or reduces students’ anxiety level.4) Group size is also a factor that can influence students’ anxiety level in English class.5) Cooperative learning strategy works both for female and male students, and its effect is more obvious on female students.6) Cooperative learning strategy provides students a relaxed classroom atmosphere, gives them more chance to prepare and practice, creates a supportive learning environment, and includes more teacher-student interactions. Teachers be careful about the factors which can cause unsmooth group cooperation, and try to avoid using the material that is too hard for students. Teachers should consistently encourage student and let them know that their teacher is always ready to help them.The finding is important for foreign language teaching practice. It deepens our understanding of the relationship between foreign language anxiety and foreign language teaching in Chinese context. It tests the effectiveness of using cooperative learning strategy to reduce foreign language anxiety. It could help teachers for choosing an effective teaching method. Students could also benefit from this study in better understanding the nature of foreign language anxiety and help them to become successful language learners.更多还原