This survey study aims to investigate the level of the college students\' general foreign language (FL)classroom anxiety and their coping strategy use,the relationships between their FL classroom anxiety/coping strategy use and the four independent variables,gender,major field of study,level of academic year,and level of college,and possible causal factors contributive to their FL classroom anxiety,as well as their anxiety coping strategies employed.Two previously published written questionnaires were administered to 320 1st-and 2nd-year Bouyei college learners in three main fields of study at five colleges of two levels in south and southwest areas of Guizhou Province,China.Ten interview questions were also administered to 25 interviewees randomly selected from these colleges.The results of the analysis show that the Chinese Bouyei college learners experienced medium level of FL classroom anxiety and employed medium level of anxiety coping strategies;there were significant differences between their FL classroom anxiety/coping strategy use and most of the independent variables; twelve anxiety causal factors and seven coping strategies.among which some are new or different from the findings of the previous studies,were found experienced and employed by the college learners.Discussion was made on the research findings,followed by relative implications and suggestions for both FL instructors and learners that might help enhance and facilitate students\' FL leaming.
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CHAPTER 1 INTRODUCTION 1.1 Background of the Study 1.2 Statement of the Problem 1.3 Purposes of the Study 1.4 Research Questions 1.5 Limitations of the Study 1.6 Definitions of Key Terms 1.7 Significance of the Study 1.8 Outline of the Thesis
CHAPTER 2 REVIEW OF THE LITERATURE 2.1 Types of Anxiety 2.1.1 Trait Anxiety 2.1.2 State Anxiety 2.2 Components of FL Classroom Anxiety 2.2.1 Communication Apprehension 2.2.2 Test Anxiety 2.2.3 Fear of Negative Evaluation 2,3 Research on the Impact of FL Classroom Anxiety on Learners 2.3.1 The Negative Effects of FL Classroom Anxiety 2.3.2 The Positive Effects of FL Classroom Anxiety 2.4 Research on Main Causal Factors of FL Classroom Anxiety 2.4.1 Gender of Learners 2.4.2 Education Levels of Learners 2.4.3 Language Competence of Learners 2.4.4 Main Personality Traits of Leamers 2.4.5 Learners\' Beliefs on FL Learning 2.4.6 Instructors\' Beliefs on FL Learning/Teaching 2.4.7 Instructor-learner Interactions 2.4.8 Classroom Procedure 2.4.9 Language Testing 2.4.10 Social Status and Self-identity 2.5 Research on Learners\' FL Classroom Anxiety Coping Strategies 2.5.1 Learners\' \"Immature\" Type of Coping Strategies 2.5.2 Learners\' \"Mature\" Type of Coping Strategies 2.6 Summary
CHAPTER 3 RESEARCH METHODOLOGY 3.1 Research Design 3.2 Participants 3.3 Instruments 3.3.1 Close-ended Questionnaires 3.3.2 Semi-structured Individual Interviews 3.4 Data Collection 3.4.1 Procedure of the Questionnaires 3.4.2 Procedure of the Semi-structured Individual Interviews 3.5 Data Analyses 3.5.1 Analyzing the Data of the Closed-ended Questionnaires 3.5.2 Analyzing the Data of the Semi-structured Interviews 3.6 Summary
CHAPTER 4 RESULTS 4.1 Results of FL Classroom Anxiety Levels,and Levels of Communication Apprehension (CA),Test Anxiety (TA),and Fear of Negative Evaluation 4.1.1 Levels of FL Classroom Anxiety 4.1.2 Levels of Communication Apprehension (CA),Test Anxiety (TA),and Fear of Negative Evaluation (FNE) 4.2 The Relationship between the Students\' FL Classroom Anxiety and the Four Independent Variables 4.2.1 Gender and the Students\' FL Classroom Anxiety 4.2.2 Field of Study and the Students\' FL Classroom Anxiety 4.2.3 Level of Academic Year and the Students\' FL Classroom Anxiety 4.2.4 Level of College and the Students\' FL Classroom Anxiety 4.3 Causes of the Chinese Bouyei College Students\' FL Classroom Anxiety 4.3.1 Results from the Factor Analysis of the FLCAS Items …… CHAPTER 5 DISCUSSION,RECOMMENDATION AND CONCLUSION REFERENCES APPENDICES
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