摘要
二十世纪六十年代以来,随着人本主义心理学的发展,二语习得研究中的情感因素越来越受到重视。外语教学研究者们发现,情感因素在外语学习和教学过程中起着关键作用,在很大程度上决定着外语教学和学习的成败。但是,在实际英语教学工作中,很多教师对情感因素的重视不够,或者虽欲重视,而培养激发不得其道,未能发挥情感因素对英语学习的积极作用。对情感因素的详细系统的研究有助于更好的了解语言习得过程从而提高教学效果。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,因此本文对非英语专业大学生英语学习的情感因素进行实证研究并探讨如何提高教学效果。
鉴于情感因素的复杂性和多样性,本文重点探讨焦虑、自尊、抑制和动机四大情感因素对大学英语教学的影响。本研究立足于实际,采用定量和定性方法,以理工科院校非英语专业的166名学生为对象,通过问卷调查以及SPSS统计分析法,研究了影响非英语专业大学生英语学习的情感因素----焦虑、自信、抑制和动机及其相互关系,以及成绩,性别与家庭背景对大学生情感的影响,并在此研究的基础上对在我国大学英语教学中,如何激发和培养学生积极的情感提出可行性建议。
Affect as a topic in second language acquisition studies has gained more and more attention with the development of humanistic psychology since the 1960s. The affective factors of the learner are extremely important in language learning process. The view that affect contributes significantly to the rate of success or failure of second language learning is gaining wide support in language teaching circles. However, most teachers fail to pay due attention to it in teaching practice, which may result in low language teaching and learning efficiency. Careful, systematic study of the roles of affect in second language learning may lead to greater understanding of language learning process and to improved language teaching effectiveness. In recent years, more attention has been directed to affective aspects in foreign language teaching and learning in China. Considering that most researches are conducted at the theoretical level, the empirical researches are desirable to testify the roles of affective factors and their proper applications in language teaching.
In view of the complexity and variety of affective factors, this thesis mainly focuses on four affective factors, namely, anxiety, self-esteem, inhibition and motivation. The study aims to identify the most influential affective factor involved in non-English majors’English learning; to study the correlation between the four affective factors and to further explore the roles of affective factors which may lead to differences in students’learning performance. The study consists of both quantitative and qualitative methods by conducting a questionnaire among 166 sophomores of non-English majors at a University of Science and Technology. The results are analyzed and processed with the SPSS statistical analysis system. Based on the findings, practical suggestions are put forward concerning how to arouse students’positive affective factors in order to improve college English teaching effectiveness.
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