摘要
本文的研究目的是在克拉申“情感过滤假说”理论基础上，探讨与研究动机、自信心和焦虑对初中生英语写作的影响，进一步提高初中英语写作课堂管理能力和教学水平。采用研究方法是选取郑州市第八中学七、八、九三个年级的306名学生作为被试，通过问卷调查、个体访谈、统计分析等方法，进行了动机、自信心和焦虑三个情感因素对初中英语写作影响的差异性研究，探讨了初中英语写作教学过程中情感因素管理特点，并针对存在问题提出了解决方法与途径。
本文的研究内容有四个方面：1.初中生在英语写作过程中动机、自信心及焦虑现状；2.“情感过滤假说”的三个主要因素对初中生英语写作的影响；3.影响初中生英语写作的动机、自信心及焦虑的原因探析；4.运用情感因素提升初中生英语写作水平，提高课堂管理能力的措施与建议。
经数据分析和访谈得出以下研究结果：1.初中生英语写作成绩与动机总分、自信心呈显著相关（r=0.139，0.640；p<0.01）；与焦虑总分呈负相关（r=-0.451；p<0.01）；与年级呈负相关（r=-0.152；p<0.01）；与性别相关性显著（r=0.195；p<0.01）：男生的写作成绩显著低于女生的英语写作成绩（t=-4.023；p<0.001）；写作动机、自信心及焦虑（写作构思焦虑除外）性别差异不显著（p>0.05）；自信心、焦虑（情感焦虑、知识储备焦虑、构思焦虑）年级之间差异显著
（F=10.015；p<0.001）；主观写作动机、焦虑（课堂焦虑、写作回避、自信焦虑）年级差异不显著（p
>0.05）。2.影响初中生英语写作动机的主要因素是明确的学习目标和自我需要、坚定且持之以恒的意志品质、学习兴趣及好奇心、周围环境的学习氛围、来自教师与家长的外部因素；影响初中生英语写作自信心的主要因素是情绪和兴趣的差异、学习策略的差异、成功经历、教师、学生等外部评价、个体知识与经验的差异；导致初中生英语写作高焦虑因素主要是写作知识与经验的储备、英语写作的自信心、教师、同学的评价、写作策略、写作态度等。aog
分析研究结果得出结论：1.初中生目前英语写作学习呈现出内部动机较高，自信心缺乏、写作焦虑程度较高的特点；2.初中生英语写作成绩与动机、自信
办法英文心和焦虑相关显著，激发学生动机、增强其自信心、降低其过高的焦虑感有利于提高初中生的英语写作成绩；3.树立以学生情感因素为基础的课堂教学管理观念，创设“心理自由”与“心理安全”的课堂学习环境，培养学生积极的情感态度，提升初中生英语写作课堂教学效果。
thanksgivingday关键词：“情感过滤假说”；初中英语写作；动机；自信心；焦虑
Abstract
少儿英语歌曲大全The purpo of this study is on Krashen’s"Affective Filter Hypothesis"theory, bad on the discussion and study motivation,lf-confidence and anxiety influence on English writing in junior hig
h school students,further improve the level of junior high school English writing classroom management and teaching.Using the method of study,306students in venth,eighth and ninth grades of the NO.Eight Middle School in ZhengZhou were lected as subjects.Through questionnaire and individual interview,statistical analysis and other methods,the motivation,lf-confidence and anxiety of the differences between emotional factors influence on junior middle school English writing rearch,discuss the emotional factors in the process of junior middle school English writing teaching management characteristics and laws, and put forward the solutions for the problems and the way.
The rearch content of this paper has four aspects:1.How are the motivation, confidence and anxiety of junior middle school students English writing.2.The three main factors of the"Affective Filter Hypothesis"are the influence of English writing in junior high school students.3.Analysis on the motivation,confidence and anxiety of junior high school students'English writing;4.U emotional factors to improve the English writing level of junior high school students and improve the measures and Suggestions for classroom management.
The following results are obtained through data analysis and interview:1.The grade of English writing in junior high school students has a significant correlation with motivation and lf-confidence（r=0.1
39，0.640；p<0.01）;There was a negative correlation with the total anxiety score（r=-0.451；p<0.01）;Negative correlation with grade（-0.152；p<0.01）;Significant gender correlation（0.195；p<0.01）:Boys'writing performance is significantly lower than that of female students（t=-4.023；p<0.001）;Writing motivation,confidence and anxiety(excluding anxiety)were not significant（p>0.05）;There was a significant difference between grades on motivation and lf-confidence,anxiety(emotional anxiety,knowledge rerve anxiety,and
conception anxiety)（F=10.015；p<0.001）;There was no significant difference between grades on subjective writing motivation,anxiety(class anxiety,writing avoidance,lf-confident anxiety)（p>0.05）.2.The main factors influencing the junior middle school students English writing motivation is clear goals and learning needs, firm and persistent character,interest and curiosity in learning,learning atmosphere of surrounding environment,from the external factors of teachers and parents;The main factors influencing the junior middle school students English writing the lf-confidence is a mood and interest differences,the differences between the learning strategies,successful experience,the external evaluation,such as teachers, students,the differences between the individual knowledge and experience;It is mainly the rerve of writing knowledge and experience,the lf-confidence of English writing,the evaluation of teachers and the students,the writing strategy and the attitude of writing.
Finally,conclusions were drawn out on the basis of analysis of the results before:1.Junior middle school students have a strong internal motivation for English writing,but lack of writing confidence and writing anxiety of most students are generally lacking;2.Junior middle school students English writing score significantly associated with motivation,lf-confidence and anxiety,stimulate students motivation, strengthen their lf-confidence and reduce its excessive anxiety to improve junior middle school students English writing achievement;3.Set up on the basis of students' emotional factors of classroom teaching management idea,creating"psychological freedom"and"psychological curity"classroom learning environment,cultivate students'positive emotional attitude,enhance the effect of classroom teaching junior high school students English writing.杰森英语
Keywords:"Affective Filter Hypothesis";junior middle school English writing; motivation;lf-confidence;anxiety.口语宝
目录
摘要...............................................................................................................III 目录............................................................................................................V 表格目录................................................................................................VIII 第一章引言 (1)
第一节研究背景 (1)
第二节研究目的及意义 (4)
一研究目的 (4)
二研究意义 (4)
第三节论文主要结构 (4)
第二章文献综述 (6)
第一节克拉申“情感过滤假说” (6)
第二节动机 (8)
第三节自信心 (10)
一自信心的概念 (10)
二自信心维度的研究 (11)
三自信心的测量研究 (12)
四影响自信心因素的研究 (12)shengtang
map是什么意思五关于自信心培养的研究 (13)日语在线
第四节焦虑 (13)翻译在线发音
一焦虑的概念 (13)
