归因理论视角下英语学习者的焦虑程度的调查分析——以闽南理工学院为例-an investigation and analysis of english learners anxiety level from the perspective of attribution theory - taking minnan institute of technology as an example.docxVIP

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归因理论视角下英语学习者的焦虑程度的调查分析——以闽南理工学院为例-an investigation and analysis of english learners anxiety level from the perspective of attribution theory - taking minnan institute of technology as an example.docx

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归因理论视角下英语学习者的焦虑程度的调查分析——以闽南理工学院为例-an investigation and analysis of english learners anxiety level from the perspective of attribution theory - taking minnan institute of technology as an example

摘摘要II摘要研究过程中，笔者挑选相同专业不同年级的四个班级，分别使用《外语课堂学习焦虑量表》（FLCAS）和多维-多向归因量表（MMCS）中的《学业成就归因问卷》稍加改编的两份问卷，对学习者进行两轮问卷调查。经过问卷筛选和问卷整理，有效问卷 67份。笔者对这 67 名学习者进行访谈，访谈内容涉及三部分内容：学习者对焦虑的了解程度；如何缓解焦虑；对成败的归因方式。问卷数据表明，两份问卷信度均超过 0.8；学习者的焦虑水平属于中偏高程度，且与英语成绩呈显著负相关；大一、大二的学习者并未接受相应的归因方式训练；在成败情境下，测试焦虑与归因方式没有显著差异，但负面评价焦虑、交际焦虑、英语学习焦虑分别与部分归因方式具有显著差异。此外，访谈表明学习者对英语学习焦虑和归因方式并不了解，有些学习者直接将英语学习焦虑等同于烦或压力，他们使用的归因方式较单一，还有些学习者则采取逃避的方式面对焦虑。笔者对问卷和访谈数据整理，提出第一点建议即教师应指导学习者进行合理归因。由于成败情境下，情境归因都与焦虑呈正相关，笔者进一步提出第二点建议即合理处理情境难度。关键词:归因方式；英语学习焦虑；情境归因；归因训练闽南师范大闽南师范大学教育硕士专业学位论文IIIAbAbstract PAGE PAGE IIIAbstractIn this research project, English learners from four classes in different grades and majors have been selected to be the subjects of the survey, providing feedbacks to the questionnaires for two rounds. FLCAS (foreign language classroom anxiety questionnaire) and MMCS (the Multidimensional-Multiattributional Causality Scale) have been applied in the two rounds of surveys respectively. After selection and handling of the data in their feedbacks, 67 English learners have been identified as valid respondents in both rounds of surveys. In addition, these67 learners have been given interviews which cover three parts, namely, learners’ understanding on anxiety, the knowledge of anxiety reduction, and the attribution of success and failure.The data of the survey indicates the following findings: 1. with α=0.8, the validity of the questionnaires has been proved reliable, 2. the anxiety levels of the subjects tend to be moderately high, and have a negative correlation with their English acquisition performance.3. English learners of Grade One and Two have not been trained for attribution, therefore, no significant differences can be found in their anxiety levels, and attribution methods, but their negative assessment, communicative anxiety and English acquisition anxiety, as well as partial attribution method have been found with significant difference. This study also reveals the facts that the subjects lac