外语课堂论文提纲

论文题目：初中生外语口语自我概念与外语课堂口语焦虑的相关性研究

摘要：从宏观上来讲,外语口语的学习包括教师的教和学生的学。随着国家课程改革的进行,外语学习更加注重学生的主体地位以及情感因素对学生外语学习的影响。其中,外语口语自我概念和外语课堂口语焦虑对外语学习者有至关重要的影响,外语口语自我概念的高低在一定程度上影响外语课堂口语焦虑的程度。从二十世纪末开始,越来越多的学者开始研究情感因素对外语学习的影响,其中针对外语自我概念的国内外研究主要是与语音学习、阅读、写作等方面的关系研究,而关于外语口语焦虑的研究则主要探究了应对策略和相关的影响因素。近年来,国内外已有关于外语口语自我概念和外语口语焦虑的实证研究,研究证实二者确实存在一定的关系。然而,先前的研究主要是以高校的英语专业或者非英语专业的学生为研究对象,鲜有将初中生作为研究对象。目前,国内关于外语口语自我概念和外语课堂口语焦虑的相关理论和实证的研究较少。在此基础上,本文旨在探究武汉大学附属初中的学生关于外语口语自我概念和外语课堂口语焦虑二者之间的相关性研究,本研究以该初中初二年级两个班共101个学生作为研究对象,采用定量研究和定性研究相结合的方式对二者的关系进行探究,以期弥补该领域相关研究的空白,具体的研究问题如下:（1）当前我国初中生的外语口语自我概念的现状和水平如何?（2）目前我国初中生的外语课堂口语焦虑的现状和水平如何?（3）我国初中生的外语口语自我概念和外语课堂口语焦虑二者的相关性如何?通过对所收集的问卷和访谈进行研究分析发现:（1）初中生的外语口语自我概念的水平较低;（2）初中生外语课堂口语焦虑处于中等水平,其中在对面全班同学时的口语焦虑处于最高水平,其次为与老师交谈时的口语焦虑水平;（3）初中生外语口语自我概念和外语课堂口语焦虑关系呈负相关关系,即当初中生的外语口语自我概念的水平较高时,其外语课堂口语焦虑的水平则会较低,与之相反。本次研究发现和成果对外语教师对学生外语口语的评价和课堂的改进具有积极的作用,同时对于提高学生的口语能力和参与课堂的积极性具有重要的推动作用。

关键词：初中生;外语口语自我概念;外语课堂口语焦虑;相关性

学科专业：学科教学（英语）

Acknowledgements

摘要

Abstract

1. Introduction

1.1 Background of the research

1.2 Purpose and significance of the research

1.3 Layout of the dissertation

2. Literature Review

2.1 Foreign language speaking self-concept

2.1.1 Definition of foreign language speaking self-concept

2.1.2 Categories of foreign language speaking self-concept

2.2 Foreign language classroom speaking anxiety

2.2.1 Definition of foreign language classroom speaking anxiety

2.2.2 Categories of foreign language classroom speaking anxiety

2.3 Previous studies on foreign language speaking self-concept and foreignlanguage classroom anxiety

2.3.1 Previous studies on foreign language speaking self-concept

2.3.2 Previous studies on foreign language classroom speaking anxiety

2.3.3 Previous studies on the relationship between foreign language speakingself-concept and foreign language classroom speaking anxiety

3. Research Methods

3.1 Research questions

3.2 Context and participants

3.3 Research instruments

3.3.1 Questionnaire

3.3.2 Interview

3.4 Procedures

3.4.1 Data collection

3.4.2 Data analysis

4. Results and Discussions

4.1 An overall description of foreign language speaking self-concept

4.2 An overall description of foreign language classroom speaking anxiety

4.2.1 The current situation of foreign language classroom speaking anxiety ofjunior high school students

4.2.2 Differences in the foreign language classroom speaking anxiety of juniorhigh school students

4.3 Correlation of foreign language speaking self-concept and classroom speakinganxiety

4.3.1 Correlation between foreign language speaking self-concept and foreignlanguage classroom speaking anxiety

4.3.2 Correlation between foreign language speaking self-concept and eachtype of foreign language classroom speaking anxiety

5. Conclusion and Implications

5.1 Summary of findings

5.2 Implications of this research

5.3 Limitations and suggestions of the further study

Bibliography

Appendix Ⅰ

Appendix Ⅱ

Appendix Ⅲ