农村高中学生英语口语学习焦虑源和教学对策的实证研究.pdf

Abstract Prior to the 1960s, researches on foreign language learning mainly concentrated on intelligence and language aptitude, ignoring the potential contributing affective factors. Since the 1970s, affective variables have been increasingly recognized as significant factors accounting for the different achievements in language learning. In China, the researches on foreign language anxiety as one of the important affective factors have been in process since the late 1990s. The early studies are concerned with theoretical explanation of foreign researches. Later a number of researches are focused on the correlation between oral English and foreign language anxiety. However, there are some flaws in the existing researches. First of all, the research subjects are not comprehensive. Most of the studies，home and abroad, take college students as the subjects, leaving out the high school students, and the researches focused on the rural areas are even rarer. Secondly, the measurement is not so convincing. Most of the researches adopt the Foreign Language Class Anxiety Scale (FLCAS), which is adequately scientific. But anxiety is a complicated affective variable, which can not possibly be precisely calculated numerically. So the multidimensional measurements are expected, such as interview, diary, etc. Thirdly, the research depth is not adequate. Most of the previous researches cease at the point of the measurement of the correlations between anxiety and oral English proficiency. As for the reasons for the anxiety, most of the studies just come up with some possible solutions which come from the researchers’ personal teaching experience. And the experiment-based suggestions on the relief of the anxiety rarely exist. The research is conducted in a rural area high school in Shijiazhuang, and 109 subjects from two classes are selected in Senior Grade one. The rese