【作者】 王颖；

【导师】 刘宏刚；

【作者基本信息】 东北师范大学 ， 外国语言学及应用语言学， 2017， 硕士

【摘要】 自我概念和焦虑是教育心理学中的两个重要的概念。国内外很多研究着重于这两种心理因素对学业成绩的影响,以及这两个因素之间相互影响的关系。因此,本研究试图从外语口语层面上探究自我概念与焦虑之间的相关性。通过对300名中国高中生的英语口语自我概念与英语课堂口语焦虑,以及两个变量之间相关性的调查,主要回答以下三个问题:1.高中生英语口语自我概念水平如何?2.高中生英语课堂口语焦虑水平如何?3.英语口语自我概念与英语课堂口语焦虑之间相关性如何?研究发现如下:（1）总体上,高中生英语口语自我概念水平较低（M=3.54,SD=1.15）。在其两个维度中,学生语音自我概念（M=3.61,SD=1.17）较高于口语自我概念（M=3.47,SD=1.21）。（2）高中生英语课堂口语焦虑处于中等水平（M=4.03,SD=1.05）。在其四个口语情况维度中,学生与教师交流时焦虑程度最高（M=4.12,SD=1.13）,与他们搭档交流时焦虑程度最低（M=3.66,SD=1.20）。（3）在整体上,英语口语自我概念与英语课堂口语焦虑之间存在显著的负相关,但是显著性不高(R_TESSC-TECSA=-0.423,p<0.01)。在维度上,口语自我概念与整体口语焦虑相关(R_SSC-TECSA=-0.427,p<0.01)高于语音自我概念与整体口语焦虑之间相关(R_PSC-TECSA=-0.397,p<0.01)。整体口语自我概念与教师交流焦虑之间相关最高(R_TESSC-ST=-0.425,p<0.01),与搭档交流焦虑之间相关最低(R_GESSC-SP=-0.291,p<0.01)。在英语口语自我概念与英语课堂口语焦虑各维度中,口语自我概念与教师交流之间相关最高(R_SSC-ST=-0.422,p<0.01)。语音自我概念与搭档交流焦虑之间相关最低(R_PSC-SP=-0.265,p<0.01)。从相关分析得出,英语口语自我概念较低的学生其英语课堂口语焦虑水平较高。因此,最后,本研究将提出一些教学建议培养学生积极英语口语自我概念来降低英语课堂口语焦虑:1)教师可以帮助学生全面认识和评价自己的口语水平;2)教师可以进行语音训练并给予积极反馈;3)同桌交流活动的设计有助于培养学生积极的英语口语自我概念;4)学生应该重视对英语口语的学习并对自己的英语口语学习进行正确归因。更多还原

【Abstract】 The self-concept and anxiety are two different psychological concepts in educational psychology.Many studies have been conducted regarding these two elements,which mainly focus attention to the influence of them to academic achievement and their interdependent relationship on each other.Therefore,this study is to testify the correlation between these two elements from the perspective of foreign language speaking facet.It investigates the English speaking self-concept（ESSC）and English classroom speaking anxiety（ECSA）,and their correlation on 300 senior high school students in China to mainly answer the following three questions: 1.What is the ESSC level of senior high school students? 2.What is the ECSA level of senior high school students? 3.What is the correlation between ESSC and ECSA?The findings are as follows:（1）Generally,students had a lower level of ESSC（M=3.54,SD=1.15）.Concerning the two dimensions,students’ pronunciation self-concept（M=3.61,SD=1.17）was higher than speaking self-concept（M=3.47,SD=1.21）.（2）Students were experiencing a median level of ECSA（M=4.03,SD=1.05）.Among the four different speaking situational dimensions,students were most anxious when speaking with the teacher（M=4.12,SD=1.13）,and were least anxious when speaking to their partners（M=3.66,SD=1.20）.（3）There was a median but significant negative correlation between ESSC and ECSA,for the correlation coefficients between total scores of English speaking self-concept（TESSC）and total scores of English classroom speaking anxiety（TECSA）were-.423(R_TESSC-TECSA=-0.423,p < 0.01).In detail,the correlation coefficients between speaking self-concept（SSC）and TECSA(R_SSC-TECSA=-0.427,p < 0.01)were higher than that of pronunciation self-concept（PSC）and TECSA(R_PSC-TECSA=-0.397,p < 0.01).The correlation coefficients between TESSC and anxiety when speaking to the teacher（ST）were the highest(R_TESSC-ST=-0.425,p < 0.01),between TESSC and anxiety when speaking to the partner（SP）were the lowest(R_TESSC-SP=-0.291,p < 0.01).As to the correlations between the dimensions of ESSC and ECSA,the correlation coefficients between speaking self-concept and anxiety when speaking to the teacher were the highest(R_SSC-ST=-0.422,p < 0.01),between pronunciation self-concept and anxiety when speaking to the partner were the lowest(R_PSC-SP=-0.265,p < 0.01).From the correlation analysis,it was indicated that senior high school students with lower level of ESSC tended to be experiencing the higher level of ECSA.Thus,in the last chapter,some suggestions in English speaking teaching and learning are proposed to decrease the students’ feeling of speaking anxiety in English classroom through establishing the positive ESSC: 1)teachers could help students to have a comprehensive understanding to their English speaking abilities;2)teachers could train students with standard pronunciation and give more positive feedbacks in pronunciation teaching;3)planning more pair work activities is helpful to build up students’ positive ESSC;4)students should form a correct view to English speaking learning and make right attributions to their speaking performance.更多还原