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文檔簡(jiǎn)介
1、在我國(guó)現(xiàn)有條件下,閱讀是英語(yǔ)知識(shí)獲取的最主要形式,且在各級(jí)各類(lèi)考試中占有舉足輕重的分量,發(fā)展學(xué)生的英語(yǔ)閱讀能力尤為重要。情感態(tài)度是影響學(xué)生學(xué)習(xí)和發(fā)展的重要因素,英語(yǔ)學(xué)習(xí)焦慮是影響高中生外語(yǔ)學(xué)習(xí)效果的一個(gè)重要情感因素。學(xué)生在閱讀理解中普遍存在較高的焦慮情緒,同時(shí)焦慮情緒的存在又會(huì)影響閱讀理解的效果。筆者在教學(xué)中發(fā)現(xiàn)高三學(xué)生的英語(yǔ)閱讀焦慮情況較為突出,因此,探究高三學(xué)生英語(yǔ)閱讀焦慮的狀況和焦慮產(chǎn)生的原因尤為重要。
本研究的目的
2、是為了弄清高三學(xué)生的閱讀焦慮狀況及其對(duì)英語(yǔ)成績(jī)的影響,希望通過(guò)相關(guān)的調(diào)查和分析能夠?qū)窈蟮拈喿x教學(xué)改進(jìn)提供一定的依據(jù)和建議。
本研究以四川省江安中學(xué)校高三兩個(gè)班114名學(xué)生為受試對(duì)象,采用實(shí)證研究方法,以測(cè)試和問(wèn)卷為主的形式進(jìn)行。問(wèn)卷由三部分組成:個(gè)人情況、Saito等人編制的《外語(yǔ)閱讀焦慮量表》以及Horwitz等人設(shè)計(jì)的《外語(yǔ)課堂焦慮量表》。個(gè)人情況主要包含了三個(gè)部分內(nèi)容,一是受試對(duì)象的英語(yǔ)閱讀能力(以上年度期末考試的
3、閱讀理解成績(jī)?yōu)橹饕罁?jù)),二是性別,三是受試對(duì)象對(duì)高考的期望程度。測(cè)試內(nèi)容包括了一次隨堂閱讀測(cè)試以及一次半期閱讀測(cè)試。所得數(shù)據(jù)采用社會(huì)科學(xué)統(tǒng)計(jì)軟件包SPSS13.0進(jìn)行了處理。調(diào)查的數(shù)據(jù)和信息表明:
1.閱讀焦慮在高三學(xué)生中普遍存在,并且對(duì)其英語(yǔ)閱讀理解成績(jī)產(chǎn)生一定的影響。更進(jìn)一步,根據(jù)不同的分組,閱讀焦慮與閱讀理解成績(jī)之間呈輕度或中度負(fù)相關(guān)關(guān)系;
2.通過(guò)對(duì)受試對(duì)象進(jìn)行不同維度的分組分析,筆者發(fā)現(xiàn),對(duì)受試對(duì)
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