正版新书]大学生英语学习课堂焦虑及其应对策略韦建华9787511465

LIST OF TABLES

LIST OF FIGURES

LIST OF ABBREVIATIONS

CHAPTER 1 INTRODUCTION

1.1 Background of the Study

1.2 Statement of the Problem

1.3 Purposes of the Study

1.4 Research estions

1.5 Limitations of the Study

1.6 Definitions of Key Terms

1.7 Significance of the Study

1.8 Outline of the Thesis

CHAPTER 2 REVIEW OF THE LITERATURE

2.1 Types of Anxiety

2.1.1 Trait Anxiety

2.1.2 State Anxiety

2.2 Components of FL Classroom Anxiety

2.2.1 Communication Apprehension

2.2.2 Test Anxiety

2.. Fear of Negative Evaluation

. Research on the Impact of FL Classroom Anxiety on Learners

..1 The Negative Effects of FL Classroom Anxiety

..2 The Positive Effects of FL. Classroom Anxiety

2.4 Research on MainCausal Factors of FL Classroom Anxiety

2.4.1 Gender of Learners

2.4.2 Education Levels of Learners

2.4.3 Language Comece of Learners

2.4.4 Main Personality Traits of Learners

2.4.5 Learners Beliefs on FL Learning

2.4.6 Instructors Beliefs on FL Learning/Teaching

2.4.7 Instructor-learner Interactions

2.4.8 Classroom Procedure

2.4.9 Language Testing

2.4.10 So Status and Self-identity

2.5 Research on Learners FL Classroom Anxiety Coping Strategies

2.5.1 Learners "Immature" Type of Coping Strategies

2.5.2 Learners“Mature" Type of Coping Strategies

2.6 Summary

CHAPTER 3 RESEARCH METHODOLOGY

3.1 Research Design

3.2 Participants

3.3 Instruments

3.3.1 Close-ended estionnaires

3.3.2 Semi-structured Individual Interviews

3.4 Data Collection

3.4.1 Procedure of the estionnaires

3.4.2 Procedure of the Semi-structured Individual Interviews

3.5 Data Analyses

3.5.1 Analyzing the Data of the Closed-ended estionnaires

3.5.2 Analyzing the Data of the Semi-structured Interviews

3.6 Summary

CHAPTER 4 RESULTS

4.1 Results of FL Classroom Anxiety Levels, and Levels of Communication Apprehension CA, Test Anxiety TA, and Fear of Negative Evaluation

4.1.1 Levels of FL Classroom Anxiety

4.1.2 Levels of Communication Apprehension CA, Test Anxiety TA, and Fear of Negative Evaluation FNE

4.2 The Relationship between the Students FL Classroom Anxiety and the Four Independent Variables

4.2.1 Gender and the StudentsFL Classroom Anxiety

4.2.2 Field of Study and the StudentsFL Classroom Anxiety

4.. Level of Academic Year and the Students FL. Classroom Anxiety

4.2.4 Level of College and the Students FL Classroom Anxiety

4.3 Causes of the Chinese Bouyei College Students FL Classroom Anxiety

4.3.1 Results from the Factor Analysis of the FLCAS Items

4.3.2 Results from the Responses to the Open-ended estion in the FLCAS

4.3.3 Results from the Semi-structured Individual Interviews

4.4 Results of Level of the Chinese Bouyei College Students FL Classroom Anxiety Coping Strategy Use

4.5 The Bouyei College Students Anxiety Coping Strategies

4.5.1 Results from the Factor Analysis of the Closed-Ended estionnaire

4.5.2 Results from the Responses to the Open-ended estion in the FLCACS

4.5.3 Results from the Semi-structured Individual Interviews

4.6 The Relationship between the Students FL Classroom Anxiety Coping Strategy Use and the Four Independent Variables

4.6.1 Gender and the Students Anxiety Coping Strategy Use

4.6.2 Field of Study and the Students Anxiety Coping Strategy Use

4.6.3 Level of Academic Year and the Students Anxiety Coping Strategy Use

4.6.4 Level of College andthe Students Anxiety Coping Strategy Use

4.7 Summary of the Research Findings

CHAPTER 5 DISCUSSION, RECOMMENDATION AND CONCLUSION

5.1 Discussion

5.1.1 Bouyei College Students Reported FL. Classroom Anxiety

5.1.2 Relative Causal Factors Contributing to FL. Classroom Anxiety

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英语 心理学