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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-05-21编辑:lgg点击率:4314
论文字数:36420论文编号:org201405211149175173语种:英语 English地区:中国价格:$ 66
摘要:Reading Comprehension is the most direct and most effective way of acquiringlanguage knowledge and it is also an important measure of judging the comprehensivequality of a student’s language ability.
2.1 Anxiety
According to different researches from different perspectives, different experts havegiven the concept anxiety different definitions. When referring to the anxiety, JaneArnold(2000) gave the definition that “anxiety is fear or apprehension occurring when alearner is expected to perform in the second or foreign language”. In recent years, anincreasing number of researchers have recognized and accepted the assumption that there isclose relationship between anxiety and foreign language learning. Therefore related foreignlanguage researches have been performed frequently and extensively to explore therelationship between anxiety and reading comprehension. Spielberger (1972) put forwardthe definition that anxiety was “an unpleasant emotional state or condition which ischaracterized by subjective feeling of tension, apprehension and worry, and by activation orarousal of the automatic nervous system that accompanies these feelings”. Spielberger’sdefinition was in 1972 raised from the cognitive perspective. About a decade later, anotherdefinition of anxiety was raised by expert Leary, referring anxiety as “a cognitive responsecharacterized by physiological arousal (indicative of sympathetic nervous system activation)and apprehension regarding a potentially negative outcome that the individual perceives as impending”(Leary, 1982). In 1986, Horwitz and his colleagues made joint efforts, puttingforward the definition of anxiety as “subjective feeling of tension, apprehension,nervousness and worry associated with an arousal of the automatic nervous system, furtherreferring to foreign language anxiety as “a distinct complete of self-perceptions, beliefs,and behaviors related to classroom language learning arising from the uniqueness of thelanguage learning process”.
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2.2 Anxiety and reading comprehension
Anxiety, under normal circumstances, is closely connected with the field ofcontemporary psychology, signifying a kind of emotional state that characterized byapprehension, tension, worry, dread or uneasiness. But in the past decades, languageresearchers and experts have gradually come to realize the close relationship betweenanxiety and foreign language acquisition. The relevant theorists have been widely andextensively applied into the domain of language-related studies and researches. In 1986,Horwitz and his colleague for the first time put forward the assumption that foreignlanguage learning anxiety could be seen as a separate and distinct phenomenon exclusive toforeign language learning. According to their theory, the central concept of foreignlanguage anxiety lies in the threat to an individual’s self-perception caused by the inherentlimitations of communicating in an incomplete foreign language. Studies related tolanguage anxiety cover a wide range from trying to prove the existence of foreign languageanxiety to identifying the exact influences on foreign language competence andperformance.
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Chapter 3 Research Design......16
3.1 Research hypotheses.........16
3.2 Research subjects........16
3.3 Research instruments and methods.....18
3.3.1 A questionnaire.....18
3.3.2 Interviews......19
3.3.3 Classroom and examination observation.......21
3.4 Research procedure.....21
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