開題報告終稿-4

本科畢業(yè)設計（論文）開題報告與指導過程記錄題目：TheEffectsofAnxietyontheAcquisitionofEnglishReceptiveSkills學生姓名：徐麗華學號：080411429系（部）：外語系專業(yè)：英語入學時間：2008年10月導師姓名：李二龍職稱/學位：講師/碩士導師所在單位：池州學院畢業(yè)設計（論文）提交時間：二○一二年五月池州學院教務處制

填寫說明一、學生在導師的指導下，根據院系的畢業(yè)設計（論文）選題要求進行選題，必須做到一人一題。二、選題確定后，學生應在院系規(guī)定的時間內向導師提交開題報告，導師應認真審閱開題報告并在“導師對選題的評價及開題意見”欄內簽署選題評價和是否同意開題的意見。三、“指導過程記錄”由導師根據指導過程的實際情況如實填寫，同時要求學生簽名確認。四、“導師對選題的評價及開題意見”的字數應不少于100字，內容應包括以下幾方面：①學生的設計（論文）選題是否適當，該選題所具有的理論意義與實踐價值；②設計（論文）寫作提綱是否得當，是否符合邏輯規(guī)范；③文獻資料的收集是否充分，時間進度安排是否合理；④設計（論文）開題方面存在的問題和不足等。五、“導師評語以及建議成績”一欄是導師對學生提交的畢業(yè)設計（論文）定稿所作的總體性評價，字數應不少于150字，內容應包括：①對設計（論文）的整體評價；②對設計（論文）的理論意義與實踐價值方面的評價；③對設計（論文）創(chuàng)新性的評價；④對設計（論文）的結構和寫作規(guī)范的評價；⑤對設計（論文）中存在的不足和今后進一步提高的建議。六、開題報告與指導過程記錄是考核導師工作業(yè)績的依據，在學生論文答辯（二次答辯）結束后由院系根據池州學院本科畢業(yè)設計（論文）的裝訂要求進行裝訂和存檔。一、選題依據（包括課題研究的意義、研究的現狀、主要參考文獻等）SignificanceoftheresearchForeignlanguagelearningisahardandtime-consumingprocess.Aforeignlanguageisquitedifferentfromone’snativelanguageinpronunciation,spellingandgrammar.Itcanmakestudentsfullofanxietyintheprocessoflearning.Toomuchanxietycanpreventstudentsfromlearningtheforeignlanguageeffectively.Acertaindegreeofanxietycanhelpstudentsconcentrateandcontributetotheirlearning.Theeffectsofanxietycanbedividedintotwofacilitatinganxietyandthedebilitatinganxiety.SothisthesisaimstostudytheeffectsofanxietyonEnglishreceptiveskillsandexploreeffectivewaystoovercomeanxiety.II.BackgroundofthestudyA.Studiesabroad：Anxietyispervasiveinlanguagelearning.Foreignlanguageeducatorsandscholarshavepresumedthatanxietyimpactsonforeignlanguagelearningformanyyears.“Languageanxietyisthefearoccurringwhenalearnerisexpectedtoperforminthesecondorforeignlanguage.”supportedbyHorwitz.Earlyresearchesonrolesofanxietyinforeignlanguagelearningcanbetracedtothe1940s.Inthesestudiesatermsuchas“l(fā)anguageanxiety”or“foreignlanguageanxiety”wasnotyetdeveloped,andanxietywasoccasionallymentionedasaby-productofthemultifactorstudyofforeignlanguagelearning(Scovel,1987).Sincethe1980sresearchconcerninglanguageanxietyhasexperiencedabreak-throughwhichwasmarkedbytwopapersofHorwitz.Fromthenon,theForeignLanguageClassroomAnxietyScalehasbeenadoptedbyalotofstudies,andstudiesonlanguageanxietyhavedevelopedtoamorematurestageInaddition,Scott(1986)andPhillips(1992)showsthatthenegativeinfluenceofanxietycaneffectoralexpression.However,.mostofthesestudieshavefocusedontheresearchofgenerallanguageanxietybutignoredthelanguage-skillspecificanxiety,forexample,EnglishlisteninganxietyandEnglishreadinganxiety.WhatIfocusarethefacilitatinganxietyanddebilitatinganxietyonlisteningandreading.B.Domesticstudies:SomeoftheinternalscholarsholdtheideathatEnglishteachinghasbecomeincreasinglyimportantinschools.ItisnecessaryforEnglisheducatorstomakeeffortstoworkathowtoteachchildlearnerstheforeignlanguage,especiallytheeffectsofanxiety.Basedonthetheoryoffacilitatinganddebilitatinganxiety,YangJin(2000)usedadopted-anxietyscalefromChen’s(1997)English-majorLearners’OralAnxietyTestScaletostudytherelationshipamonglanguageanxietyandlisteningandreadingachievements.Theresultsindicatedthatfacilitatinganxietyissignificantlyandpositivelycorrelatedwithlisteningandreadingachievementswhiledebilitatinganxietyisnegativelycorrelatedwithlisteningandreadingachievements.Buttothedateavailable,onlyafewempiricalstudieshaveinvestigatedforeignlanguagelisteningandreadinganxietyusingspecificallydesignedscaleforlisteningandreadinganxiety.Thus,moreresearchesshouldbedonetoexplorethenatureandeffectoflisteningandreadinganxiety.Furthermore,itisalsosignificanttofindsomeusefulwaystocopewithlisteninganxietytimely.III.Bibliography[1].Horwitz,E.K.,Horwitz,M.B.andCope,J.Foreignlanguageclassroomanxiety[J].TheModernLanguageJournal,1986(32)[2].Isen,A.M.Positiveaffect[J].InDalgeish,T.&Powerm.Eds.Handbookofcognitition&emotion,1999(5).[3].KimJoo-hae.Foreignlanguagelisteninganxiety:AstudyofKoreanstudentslearningEnglish[M].Unpublishedph.DdissertationAustin:UniversityofTexas,[4].MacIntyre,P.D.&Gardner,R.C.Methodsandresultsinthestudyofanxietyandlanguagelearning:Areviewoftheliterature[J].LanguageLearning,1991(41).[5].Oxford,R.ResearchupdateonteachingL2listening[J].System,1993(21).[6].Phillips,E.M.Theeffectsoflanguageanxietyonstudents’oraltestperformanceandattitudes[J].TheModernLanguageJournal,1992(70).[7].MacIntyre,P.D.&Gardner,R.C.Methodsandresultsinthestudyofanxietyandlanguagelearning:Areviewoftheliterature[J].LanguageLearning,1991(41)[8].TheoriesofSecondLanguageAcquisition[M].EdwardArnoldLtd,1987.[9].Vogely,A.J.Listeningcomprehensionanxiety[J].ForeignLanguageAnnals.,1998.(31).[10].Young,D.J.Languageanxietyfromtheforeignlanguagespecialist’sperspective:InterviewswithKrashen,OmaggioHadley,TerrelandRardin[J].ForeignLanguageAnnals,1992.(25).[11].陳東方.英語學習中的情感因素研究[J].安徽文學，2010(4).[12].陳素紅.英語課堂焦慮與英語成績的關系研究[J].南昌教育學院學報，外語研究,2011(10).[13].陳艷君.中國非英語專業(yè)大學生外語聽力焦慮研究[J].湖南師范大學學報,2005.[14].董作華.大學生應對方式與焦慮的相關研究[J].唐山職業(yè)技術學院學報,2007(2).[15].海鷹,李紅英,劉興玲.長沙師范學校學前教育專業(yè)學生心理健康狀況調查報告[J].長沙師范專科學校學報,2008(1).[16].雷霄.本科生英語學習課堂焦慮調查及其對英語教學的啟示[J].外國語言文學,2004.[17].王雁冰,王永紅.外語學習焦慮探析[J].大同醫(yī)學院學報,2005(1).[18].王銀全,萬玉書.外語學習焦慮及其對外語學習的影響[J].外語教學與研究,2001(2).[19].楊晉.英語學生焦慮感和聽力理解的關系[J].外語研究,2000(2).[20].莊漫燕.淺談焦慮情緒對高職學生英語學習的影響[J].實踐與探索,2008.二、研究方案（包括主要研究內容、研究方法和研究進度安排）Maincontentoftheresearch:ThethesisconcernsabouttheeffectsthatacquisitionhaveonEnglishreceptiveskills.Atthebeginningofthepaper,itwillintroducethedefinitionofacquisition.Thentwokindsofreceptiveskillsfollowed.Afterintroducingtheresearchsituation,bothabroadanddomestic,itcomestogiveoutageneralideaofanxiety.NextmainlydescribetheeffectsthatanxietyhasonEnglishreceptiveskills.Finally,itsummarizesfindingsofthepaperandimplicationsforEnglishteachingandlearning.Itconcernsthefollowingquestions:What’sthesignificanceoftheresearch?Whatarethetypesofanxiety?Whataretheeffectsthatanxietyhasonlistening?Whataretheeffectsthatanxietyhasonreading?Asfarastheauthorconcerned,bystudyingtheeffectsofanxietyontheacquisitionofEnglishreceptiveskills,wecanhelpthestudentsimprovetheEnglishreceptiveskillsandstudentscanlearnEnglishveryquickly.Furthermore,itisalsosignificanttofindsomeusefulwaystocopewithlisteninganxietytimely.Researchmethods:Consultingreferences,DocumentaryanalysisResearchschedule:Sep.2011Subjectselecting&topicnarrowingOct.-Nov.2011Referringtoreferences&signingthetaskJan.-Feb.2012Preparing&handingintheopeningreportBytheendofMar.2012FirstdraftApr.2012SeconddraftMay.10th2012FinalversionMay.20th2012HandinginthepaperJun.5th2012Finishingthedebating三、寫作提綱ContentsIntroductionLiteratureReviewDefinitionofacquisitionReceptiveskills—listeningandreadingStudiesabroadDomesticstudiesAGeneralIntroductionofAnxietyTypesofanxietyFacilitatin