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摘要本文主要通过问卷调查和访谈的方式研究中国小学生英语学习中的情感态度。以南京苏杰学校为例，选取了61名小学生，他们分别来自五年级和751年级，包括男生30 人，女生31人。调查发现，目前大多数的小学生对英语学习持有积极的情感态度，但只有极少学生能够清楚地认识到学习英语的目的。此外，研究发现有很多因素影响着小学生英语学习中的情感态度，如老师、父母、性格等。本研究对提高小学生英语教学具有重要的意义，应该激发其内在学习兴趣，教师应该采用积极情感教学、父母给予积极地鼓励、学生自我外向而努力时，这样，学生的英语学习效果则呈现最佳状态。19590
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关键词 情感态度 语言学习 小学生 情感因素
毕业论文外文摘要
Title Investigation on the Elementary Students’ Affect towards Learning English as a Foreign Language
Abstract
This study investigates Chinese elementary students’ affect towards learning English as a foreign language by adopting a questionnaire and an interview. The sample of the study consists of 31 females and 30 males from Grade Five and Grade Six in Nanjing Sujie elementary school. Results show that most current elementary students hold a positive affect towards learning English as a foreign language; however, only a few of them clearly know the purpose of learning English. The investigation also finds that students’ affect is influenced by many factors, including their teachers, parents, characteristics and themselves. This study has a great significance on improving elementary students’ English teaching. Therefore, it is obviously important to stimulate students’ inner interest. With a positive affective teaching, positive encouragement from parents and enough effort and outward from students, the effect of English learning would be in a better situation.
Keywords affect language learning elementary students affective factors
Table of Contents
1 Introduction 1
1.1 Research Background 1
1.2 Significance of the Thesis 1
1.3 Structure of the Thesis 2
2 Literature Review 3
2.1 Theoretical Studies on Affect in Second Language Acquisition 3
2.2 Studies on Chinese Students’ Affect towards Learning English as a Foreign Language 6
2.3 Summary 7
3 Research Design 8
3.1 Objectives 8
3.2 Research Questions 8
3.3 Research Instrument and Procedures 9
3.4 Data Collection 10
4 Data Analysis 10
4.1 The Analysis of Elementary Students’ Affect in English Language Learning 10
4.2 Factors Influencing Elementary Students’ Affect in English Language Learning 13
Conclusion 18
Acknowledgements 20
Bibliography 21
Appendix 23
1 Introduction
1.1 Research Background
With the deepening research of linguistics, people come to realize that affective factors are closely related to the second language acquisition and learning. The Affective Filter Hypothesis states that there maybe exist affective disorders in the process of second language acquisition and learning which prevent learners from absorbing the language subconsciously (Krashen, 1981). Therefore, the input of language isn’t equal to the output of language and affective factors will accelerate or obstruct language learning and acquisition. With the increasing international connection and cooperation, with the deepening of the reform and opening up policy, China pays more attention to English language teaching and students start to learn English earlier. Language learning has a closer relationship with affect (Lu Jiamei, 2004). Interpersonal communication involves affect. In turn, affect also need express or convey by language to a large extent. Currently, China is running the curriculum reform of elementary education in English subject; one important aspect is just concerned about student’s affect in English learning. According to the English Curriculum Standards based on Full-time Compulsory Education (2002), affect refers to these correlative factors, including attitude, motivation, self-esteem and team spirit, which impact the process and outcome of learning. This thesis will mainly focus on the affect of students’ attitude in English learning.