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论文作者:留学生论文论文属性:硕士毕业论文 dissertation登出时间:2021-09-19编辑:vicky点击率:4015
论文字数:52555论文编号:org202109131313482839语种:英语 English地区:中国价格:$ 44
关键词:英语阅读论文
摘要:本文是一篇英语阅读论文,根据本研究,初二学生的英语阅读焦虑更为严重,阅读障碍也会增加。同时,克拉申的输入假说强调了可理解输入的重要性。强化多模态阅读教学提供了一种缓解阅读焦虑、提高语言输入质量的方法。因此,根据对初二学生英语阅读焦虑的调查结果和相关理论研究的启示,为了缓解初二学生的英语阅读焦虑,提高他们的英语阅读成绩,笔者提出了相应的意见供参考。
2.2 Foreign Language Reading Anxiety
The development of humanism and Krashen’s second language acquisition theory is accompanied with the growing attention to the impact of affective factors on students’ second language learning input. With the deepening of the study of second language acquisition from the perspective of cognition, people are increasingly aware of the importance of affective factors in second language acquisition. Therefore, the influence of emotion on language learning cannot be ignored. Anxiety, as a major affective factor is worth studying (Arnold, 2005). The anxiety of foreign language classroom is different from that of other subjects. Foreign language classes are especially prone to anxiety and are prevalent in foreign language classes.
2.2.1 Definitions of Related Terms
Anxiety
Many foreign researchers have given us different definitions of anxiety. Horwit (1986) claimed that “anxiety is a subjective feeling of tension, botheration. Chinese scholars also given us the definition”. Zhang (1994) defined anxiety as an uneasiness of the mood because of the individual cannot achieve a certain purpose. Wang and Wan (2001) hold the same view, that is, anxiety is an emotional state of fear, because individuals are unable to achieve their goals or overcome the threat of obstacles, which frustrates their self-esteem and self-confidence, or increases their sense of failure and guilt.
Foreign Language Anxiety
As the main affective factor (Arnold, 2005) in language learning, foreign researches on foreign language anxiety have made many achievements. Since the 1980s, the study of language learning anxiety has made a great breakthrough. The concept of foreign language anxiety was first put forward by Horwitz (1986). He explained that “foreign language anxiety is a unique and complex synthesis of self-awareness, beliefs, emotions, and behaviors associated with language learning process in the classroom”. And then he divided second language classroom anxiety into test anxiety, communication apprehension and fear of negative evaluation.
Figure 2 Scree Plot
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Chapter Three Methodology .................................. 33
3.1 Research Questions ................................ 33
3.2 Research Participants ................................ 33
Chapter Four Research Results and Discussion .................................... 60
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