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A Survey into the Relation between Foreign Language Anxiety and Learning Strategy of Higher Vocational College Students

Author: ZhaoXueMei
Tutor: ZhengLiHua
School: Hebei Normal
Course: Foreign Linguistics and Applied Linguistics
Keywords: Foreign Language Anxiety Foreign language learning strategies Relationship Vocational students
CLC: H319
Type: Master's thesis
Year: 2008
Downloads: 384
Quote: 2
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Abstract

Since the 1970s, with the continuous development of general linguistics, psycholinguistics and cognitive psychology, foreign language teaching and research focus in the field is gradually transferred from the teachers \learner factors are of great concern to researchers, foreign language anxiety and learning strategies that are two important learner variables. A large number of studies have shown that foreign language anxiety hinder foreign language / second language learning and learning strategies of foreign language / English learning has a role in promoting the use of appropriate learning strategies can improve the efficiency of learning a foreign language / second language, but also can reduce the level of anxiety; language anxiety overcome, depends not only on teaching methods and teaching the concept of change, effective use of learning strategies can help reduce foreign language anxiety. However, very little research on the relationship between the use of foreign language anxiety and learning strategies, which account for a large proportion of higher education in China and in the background of the students and the purpose of education and college students have very different vocational students The study is more rare. This article aims method of combining quantitative and qualitative analysis of this group of students Foreign Language Anxiety and Learning Strategies and Their Relationship deeper understanding. In this study, a combination of quantitative and qualitative analysis of 160 of Law and Business, Shijiazhuang Vocational and Technical College sophomore 160 vocational students were investigated and analyzed. The quantitative study of English Classroom Anxiety Questionnaire (Horwitz 1986 the Foreign Language Classroom Anxiety Scale) and English Learning Strategies Questionnaire (modifications made on the basis of FLCAS be modified on the basis of the questionnaire SILL Oxford 1990 design language learning strategies made) and English scores, the data collected by the Statistical Package for Social Sciences (SPSS) 13.0 were compared to related regression statistical analysis and discussion. Of which there are 10 students participated in the personal interviews in order to supplement the quantitative results of the study. The survey results show that: (1) College students prevalence of relatively high degree of foreign language anxiety, communication anxiety is the most obvious, and no significant correlation between anxiety level and gender, and foreign language proficiency is a significant negative correlation; (2) vocational High Commissioner for students are usually all six language learning strategies, but the frequency of use is not high, the average is in the category of \significant negative correlation; the six strategies classification, there are three kinds of (cognitive, metacognitive and affective strategies) anxiety forecast; overall strategic use of high and low anxiety group and six strategy categories there are significant differences; specific to high and low anxiety group, the number and variety of its strategic choices both similarities and there are differences: anxiety group of students are good at using the compensation strategy, the frequency of use of memory strategies and social strategies; metacognitive strategies and Use of the affective strategies sorted in two anxiety group was significantly different. Finally, in the above research results, the vocational foreign language teaching recommendations: First, teachers should take measures to control students unnecessary anxiety, such as the changing role of teachers and appropriate error correction strategy and Humanistic methods use; addition, the strategy training should be under the joint efforts of the teachers and students to be implemented; Finally, based on the different anxiety levels of students choose a different learning strategies results of this study, teachers in the teaching strategy practice , that is, to understand students' anxiety status and purpose of training students to use the strategy ignored.

A Survey into the Relation between Foreign Language Anxiety and Learning Strategy of Higher Vocational College Students

Abstract

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