英语语法学习焦虑与语法学习成效关系之研究 62页

中图分类号：G4密级：公开UDC：800学校代码：10094硕士学位论文（教育硕士）StudyontheRelationshipbetweenForeignLanguageGrammarLearningAnxietyandForeignLanguageGrammarLearningAchievements英语语法学习焦虑与语法学习成效关系之研究作者姓名：陈月华指导教师：张素敏教授学科专业名称：学科教学（英语）研究方向：英语教学论文开题日期：2015年6月4日二〇一六年五月十二日 中图分类号：G4密级：公开UDC：800学校代码：10094硕士学位论文（教育硕士）StudyontheRelationshipbetweenForeignLanguageGrammarLearningAnxietyandForeignLanguageGrammarLearningAchievements英语语法学习焦虑与语法学习成效关系之研究作者姓名：陈月华指导教师：张素敏教授学科专业名称：学科教学（英语）研究方向：英语教学论文开题日期：2015年6月4日I StudyontherelationshipbetweenFLGLAandFLGLAchievementsAThesisSubmittedtoHebeiNormalUniversityinPartialFulfillmentoftheRequirementfortheMaster’sDegreeofEnglishByChenYuehuaSupervisedbyProf.SuminZhangSpecialty:CollegeofForeignLanguagesofHebeiNormalUniversity,ShiJiazhuang,ChinaOctober,2015III 学位论文原创性声明ｉ＞本人所提交的学化论文《英巧斌法学习焦虑Ｊｉ？巧去学Ｊ成效义系义妍究》，是化诗师的巧巧Ｋ，驰立进巧研究．１。；作所化得的惊创性成果除文中。鲜注明引‘用的内容外，本论文不包含征何巧他个人诚集体已经发表或撰过的研究成梁。对本义的硏究做山重要贵献的个人和集体，均ｄ在义中标明。本声明的法律巧果山木人承担。论文作者（窺名：）．？指导教师确认（销名）１才２〇化年／乃《日合年＾巧ｎ＾学位论文版权使用授权书木学位论文作者完全了解河北师范火学有权保阐并向国家桿关部口或机构送交学位论文的复印件和磁盘，允许论文被查阅和借阅。本人授权河北师范乂学＾Ｌ！可心将学位论文的全部或部分内容编入有关数据库进巧检索，可：采用影印、缩印或巧它复制乎段保存。、汇编学化论文（化帘的学位论文在年解密后适Ｗ木授权书）））论文作者（猩名：牌巧巧导教师（签名：。化年Ｘ。＾２１月曰作年＾月ｎ AbstractAnylanguageintheworldhasitsowngrammar.Grammaristhelawofthelanguage,whoseroleistohelpusmakephrasesandsentences.Learninggrammarcanimprovethepracticalabilityoflanguage,solearninggrammarisofgreatsignificancetohighschoolstudentsinEnglishlearning.Nevertheless,grammarisalwaysadifficultandweakpointthatstudentsmayencounter.OnlybybuildingthesystemoflanguageknowledgeandgrammarstructureandguidingpracticebasedonthisisitconducivetoEnglishlearning.Anxietyplaysausefulroleinpeople"sdailylifeinaway,butsometimesitwillproducestrongemotions,whichwillaffectthepersonalaction.Thechangeofemotionwillaffecttheprogressofthewholelearningprocess,anditwillaffectthelearningeffect.Anxietyisanimportanteffectivefactorinlanguagelearning,whichisthemainfactorcausingthedifferencesofindividuallanguagelearning.So,theanalysisoftheinfluenceofanxietyonEnglishlearninghasbecomeanimportantpartofthestudy.Since1980s,foreignresearchershaveusedHorwitz,HorwitzandCope(1986)designofforeignlanguageclassroomanxietyscaletostudythefactorswhicharethemostlikelytocauseanxietysuchaslistening,speakingandexams.However,therearenotenoughstudiesongrammaranxiety.Inordertofindouttheinfluenceofhighschoolstudents"grammaranxiety,theauthormakesasurveyandanalysisontheEnglishgrammarlearningsituationof150seniorhighschoolstudentsinTangCountyMiddleSchool,HebeiProvince.Theauthormakesasurveyandananalysisondifferentlevelsofgrammaranxietycorrelatedwithgrammarperformanceandtheeffectofdifferentlevelsofgrammaranxietyongrammarperformancetofindouttheinfluenceofhighschoolstudents"anxiety.ThroughtheobservationofthecharacteristicsofEnglishgrammarlearninganxietyandthestatisticalcomparisonoftheresultsofthetest,thedatawascollected,andsocialsciencestatisticalsoftware(SPSS)wasusedtotestthestudents"anxietyinEnglishgrammar.Theauthorreferencestheforeignlanguagereadinganxietyscale(FLRAS)topreparethe"foreignlanguagegrammaranxietyscale"and"grammartestIV scoresquestionnaire",classifytheitemsinvolved,sumupthemainreasonsoftheEnglishgrammaranxietyandtherelationshipbetweenthedegreeofgrammaranxietyandgrammartestscores.Throughthedetailedsummaryofgrammarclozetestresults,theauthorfindsoutweaknessesofstudentsinEnglishgrammar,andmakeseffortstoovercomedifficultpointsencounteredinthelosingandgrammarsoastorelievetheanxietyofthestudents,andimprovestudents"pragmaticcompetenceandaccurateexpressionofgrammar.Researchdatashowsthat:(1)Mostoftheseniorhighschoolstudents’Englishgrammaranxietyisinthemiddlelevel.(2)ThegenderandgradedifferencesofEnglishgrammaranxietyweresignificant,butthedifferencesinagewerenotsignificant.Girlstudents"anxietylevelissignificantlylowerthanboys’;ruralstudents"Englishlevelofgrammaranxietyishigherthanthatofstudentsfromcitiesandtowns.(3)Seniorhighschoolstudents"grammaranxietywasnegativelycorrelatedwithEnglishgrammarachievement,whichwasmainlyatthe0.001level.Inconclusion,ThehigherthelevelofEnglishgrammaranxietyis,thelowerEnglishgrammarachievementis.KeyWords:grammarlearningscores;grammarlearninganxiety;EnglishlearningV 摘要世界上任何一种语言都有属于自己的语法。语法是语言的法则,作用是帮助我们组词造句。懂得语法可以提高语言的实践能力,所以学好语法,对高中生的英语学习有重要意义。只有架构起系统的语言知识及语法结构并以此为基础去指导实践,才有利于学好英语。焦虑某种意义上在人们的日常生活中起到了有益的作用,但有时会产生强烈的情绪,就会影响个人行动。情感的变化会影响到整个学习过程的进展,对学习效果产生影响。焦虑在语言学习中是一种重要的有影响力的因素，是导致个体语言学习差异的主要因素。因此，焦虑对英语学习的影响的分析成为本研究的一个重要组成部分。自从20世纪80年代以来，国外研究者运用Horwitz,Horwitz和Cope1986年设计的外语课堂焦虑量表来研究最有可能导致焦虑的因素，比如听、说、考试。然而对语法焦虑的研究还寥寥无几。为了发现高中生语法焦虑的影响，作者对河北省唐县第一中学的150名高中生的英语语法学习情况进行了调查和分析。作者对不同水平语法焦虑与语法的行为的关系和不同水平语法焦虑对语法成绩影响做了调查和分析，发现高中生焦虑的影响作用，通过对英语语法学习的焦虑特征的观察和对试验结果的统计比较，数据收集，以及采用社会科学统计软件（SPSS）来测试学生的英语语法中的焦虑。作者引用了外语阅读焦虑量表（FLRAS）准备“外语语法焦虑量表”和“语法考试成绩的调查问卷”，对涉及的项目进行分类，总结了英语语法焦虑的主要原因，语法焦虑程度和语法测试成绩的之间的关系。通过对语法填空考题成绩的详细汇总，找出学生关于英语语法的薄弱环节，进而全力攻克失分项和语法中遇到的疑难点，从而缓解学生的焦虑情绪，对学生的语用能力和词汇的准确表意有质的提升。研究数据表明:(1)大部分高中生的英语语法焦虑程度属于中等水平。（2）性别和年级差异导致焦虑程度有很大不同，年龄差异对焦虑程度影响不大，农村地区学生比城区学生的焦虑程度高。（3）高中的语法焦虑程度与语法成绩呈中度负相关关系。总之，语法焦虑程度越高，语法成绩越低。关键词：语法学习成绩；语法学习焦虑；英语学习VI ContentsAbstract........................................................................................................................IV摘要..............................................................................................................................VIChapter1Introduction..............................................................................................11.1Backgroundofthepresentstudy.....................................................................11.2Purposeandsignificanceoftheresearch........................................................61.3Layoutofthisthesis........................................................................................8Chapter2LiteratureReview.....................................................................................102.1AnxietyandFLAnxiety................................................................................102.1.1DefinitionsofAnxiety............................................................................102.1.2StudiesonFLAnxiety............................................................................122.1.3TheoriesontheRelationshipbetweenAnxietyandFLgrammar..........152.2ForeignLanguageGrammarAnxiety...........................................................152.2.1AnOverviewofGrammarAnxiety........................................................162.2.2Brown’sTheoryonForeignLanguageGrammarAnxiety....................172.3StudiesonFLGrammarAnxietyatabroad...................................................182.4StudiesonFLGrammarAnxietyatHome....................................................192.5Summary.......................................................................................................20Chapter3Methodology............................................................................................213.1ResearchQuestions.......................................................................................213.2Subjects.........................................................................................................213.3Instruments....................................................................................................223.3.1ForeignLanguageGrammarAnxietyScale(FLGAS)..........................223.3.2SPSSPackageforWindows...................................................................233.4Procedures.....................................................................................................233.4.1PilotStudy..............................................................................................233.4.2DataCollection......................................................................................24Chapter4ResultsAnalysis.......................................................................................254.1ReliabilityofAdaptedSubjects’EnglishGrammarAnxiety........................254.2TheSituationofSubjects’EnglishGrammarAnxiety..................................264.3CorrelationbetweenSubjects’DifferentLevelsofGrammarAnxietyandTheirGrammarPerformance.......................................................................264.4TheRelationshipbetweenEnglishGrammarAnxietyandGrammarPerformance...................................................................................................274.5DifferencesbetweendifferenttypesofseniorhighschoolstudentsinEnglishVII grammaranxiety……………………………………………………………………29Chapter5Discussion................................................................................................315.1TheRelationshipbetweenEnglishGrammarAnxietyandGrammarPerformance.................................................................................................315.2ANOVAoftheEffectsofGrammarAnxietyonGrammarPerformance.....325.3TheSituationofSubjects’EnglishGrammarAnxiety..................................335.4ThemainfactorsthataffecttheEnglishgrammarandgrammarofseniorstudents…………………………………………………………………...34Chapter6Conclusion................................................................................................396.1Thefindingsofthethesis..............................................................................406.2PedagogicalImplications..............................................................................406.3Limitations......................................................................................................426.4Suggestions.....................................................................................................43Acknowledgements........................................................................................................45Bibliography................................................................................................................46Appendices...................................................................................................................50VIII Chapter1Introduction1.1BackgroundofthepresentstudyInFebruary2014,thenationalexaminationcenterpublishedthe"examdescription"whichannouncedatthebeginningof2014,thenationalstandardcollegeentranceexaminationwillusegrammarclozetesttotaketheplaceofmultiplechoiceusedfordecades.Thisyear,HebeicollegeentranceexaminationEnglishvolumemakesasignificantadjustment:Itwillcanceltheoriginal15multiplechoicequestionsanduse10newgrammarcompletions.Thescoreswillstayunchanged,whicharestill15points.Grammarisalwaysadifficultandweakpointthatstudentsmayencounter.GrammarclozeisalsoknownasopendiscourseandthiskindofquestionsarebasedonGermanpsychologistoftheprinciplesofGestaltpsychologyandEnglishlinguistBrown"sdiscourseanalysistheory.Fromthesentencestructureandgrammarform,lexicaloriginalmeaningandtransferredmeaningandbattenbeforeandafterthechange,thecluesandsignwordsofdiscoursecontexttoteststudents"discoursecompetence.Thequestionsingrammarclozearetopayattentiontotextcomprehension.Inthepast,the"muitiplechoice"problemistoprovideabasisforthesmallcontextthrougharelativelyshortquestion.Andthequestionsingrammarclozearetouseanessayasacarrier,whichprovidesalargercontext.Thus,thisisundoubtedlytogivethecandidatesalargerandmorecompletethinkingspace,thus,examiningtheunderstandingoftheconsequentincreaseisindemand,namelyfromthequestionstemunderstandingtotheunderstandingofatext.Grammarclozequestionspayattentiontogrammarwritingandunderstandingthedetailsoftime.Foreachquestionmustmakejudgmentsofgrammaticality,becausethefillingwords(wordsorphrases)shouldbebothmeaningandlogiccorrect(consistentwiththecontext),andmustbewritinggrammarcorrectly(withthelexicalandsyntacticrules).Thegrammaris1 dividedintotwotypes:fillintheblanks.Filledwords-fillintheblankswiththecorrectformofthewords;infunctionwords,noemptywords.Threetypesofcommonwords:nouns,verbs,adjectivesoradverbs.Thenounmainlyexamines:nounsingularplural,partofspeechchange;verbmainlyexamines:thetensevoice,thenonpredicateverb,thepartofspeechchange;theadjectiveoradverbmainlyexamines:thecomparisonlevel,thepartofspeechchanges.Fourcommonfunctionwords:prepositions,articles,pronouns,conjunctionsorguidewords.Prepositionsmainlyexamines:phrasesorfixedcollocation;articlemainlyexamines:referstothespecifiedorcategories;pronounsmainlyexaminesthe:personalpronounsinthenominative,accusativeorapossessive,pronouncasechange;conjunctions,guidewordtest:determinetheconnectionisparatacticsentenceorclause.Anxietyisanimportanteffectivefactorinlanguagelearning,whichisthemainfactorcausingthedifferencesofindividuallanguagelearning.So,theanalysisoftheinfluenceofanxietyonEnglishlearninghasbecomeanimportantpartofthestudy.Since1980s,foreignresearchershaveusedHorwitz,HorwitzandCope(1986)designofforeignlanguageclassroomanxietyscaletostudythefactorswhicharethemostlikelytocauseanxietysuchaslistening,speakingandexams.However,therearenotenoughstudiesongrammaranxiety.70yearsago,themainfocusonthestudyofthesecondlanguagelearningfocusesonintelligenceandabilityorientation.Since1960s,withtheemergenceofhumanpsychology,moreandmoreeducatorsandresearchersathomeandabroadhavebeguntopayattentiontotheinfluenceofaffectionvariablesonlearning.Withthedevelopmentofthesecondlanguageacquisitionresearch,thefocusofforeignlanguageteachingtransferredfromteachingtolearning,andthefocusofresearchtransferredfromtheteachertothestudents.Moreandmorescholarspayattentiontotheroleofaffectionfactorsinlanguageteaching.Foreignlanguagelearninganxietyisoneoftheimportantaffectionvariables.In1973,Borwnbegantoexploretheroleofaffectivevariablesinlanguagelearning.Hepredictedthatsomeaffectivefactorswererelatedtothesuccessoflanguagelearning.Anxietywasoneoftheaffectivevariables.2 SinceHorwitaandCope(1986)tooktheleadinthestudyofforeignlanguageanxietyasanindependent,differentfromotheranxietyinlanguagelearning,theresearchontheinfluenceofanxietyonthelearnersisincreasing.Somestudyofstateanxiety(1991),someresearchonanxietysenseforforeignlanguagelearningeffect(1991),someresearchersalsostudyonanxietysenseofquantitativeresearch(1994),andalotofanxietybetweenstudents"foreignlanguageachievementthememoryofforeignlanguagelearningandsomespecificaspects,individualskillsrelationshipetc.(1987).Thesestudiesfromdifferentanglesandaspectsofthelearner"sanxietydoavarietyofexploration,thusdeepeningourunderstandingofforeignlanguagelearning.However,aftercarefullystudyingthesereports,itisnotdifficulttofindaproblem,thatistheirlearningbehaviorandlearningpsychologyandlearningeffectrelatedtolackofsystemicresearchonisolationanddismemberedthefactors.Therefore,itwillinevitablyleadtotheresultthatthesameresearchhascompletelydifferentconclusions.AsPhliliPs(1991)studyrevealsthatstudents"foreignlanguageclassroomanxietysenseandthescoresoforaltestscoreswerenegativelycorrelated,andbung(1992)foundthereisnocorrelationbetweenstateanxietyandspokenforeignlanguagegrades;manyofMaeintyreGardner(1991)resultsprovetheanxietyofmoreintensestudentsforeignlanguageachievement.Backmna(1991)showedthattheforeignlanguageanxietyandlearningachievementisnotrelated.Ingeneral,althoughsomestudieshaveindicatedthatthereisnorelationshipbetweenEnglishgrammarandEnglishachievement,mostoftheresultsofthestudyshowthatforeignlanguagegrammaranxietyhasanegativeimpactonforeignlanguagelearning.Themorethestudents"Englishgrammaranxietyis,thelowertheforeignlanguageachievementis.Inthisregard,manypeopleputforwardtheteachingstrategytodealwith.Inourview,foreignlanguageanxietyonthesenseofquantitativeresearchusesthestatisticalmethodwhichresultsinacompelling,butbecausethesestudiesareinEurope,CanadaandtheUnitedStates,itsresearchresultsaredifficulttoapplyinculturalbackgroundandteachinginChinaisdifferent.InEuropeandtheUnitedStates,forlearnerstolearnthesecondlanguagegenerallyhasa3 homologousrelationshipbetweenlanguageandtheirmothertongue,thesimilarculturalbackgroundandsimilarlinguisticfeaturesmaketheirlanguageabilityhavepositivetransfermuchmorethanthenegativemigration.WhatisdifferentisthatforChinesestudentsthelanguageisgenerallywithnativelanguagebelongingtodifferentlanguages,culturaltradition,languagefeatures,includingphonetics,grammarandwritingsystemsarevastlydifferent,thedifficultiesencounteredintheirstudyarefarmorethanlearningsecondlanguagestudentsinEuropeandAmericathedifficultytheyhaveevermet.Accordingtosomewesternscholars,whetherlearnershavewhatkindofcultureandlanguagebackground,nomatterinwhatlanguagelearning,themasterofakindofsecondlanguageprogramisinvariant,thelearner"sindividualdifferencesonlydependonlearningprogressandnotprogramimpact.However,fromtheobjectsoftheirstudy(mainlynativeIndoEuropeanlanguagelearners),andfromChinesestudentswefoundtheuniqueerrorpointofview.Thus,wehavereasonstodoubtthereliabilityoftheconclusion.WeonlyhavetolookatthefactthatChinesetensofthousandsofforeignlanguagelearnerstakeyearstolearnEnglishgrammarandeventuallymostlywithlittlesuccesscanrealizethispoint.Therefore,foreignlanguagegrammarteachinginChinamustproceedinthespecificcircumstancesofEnglishgrammarteachinginChina,theirforeignlanguagegrammarteachingtheorysystem,theestablishmentofforeignlanguageteachingtheory,especiallythetheoryofsecondlanguageacquisitionshouldtakeacautiousattitudeinabsorbandlearnfromtheprocessshouldgivefullconsiderationtotheChinesestudentslearningEnglishgrammarofspecialcircumstances.Inrecentyears,alotofpeoplehavealsostudiedforeignlanguagelearninganxiety.TheresearchmainlyfocusesontheinfluenceofEnglishlearninganxietyonthelearningeffect,andthedescriptionofforeignlanguagelearninganxietyindifferentgroupsandtheinfluencefactors.Firstofall,theeffectofEnglishlearninganxietyonthelearningeffect,ChenJioftheNanjingUniversity"ssurveyshowsthatanxietyandstudents"oralEnglishproficiencyiscloselyrelated.ZhangXicha,oftenMingHuiofnonEnglishMajorStudents"investigation,resultsshowthatthe4 foundationispoor,thestudents"anxietyishigh,andtestanxietyandacademicperformanceshowedsignificantnegativecorrelation.ZhangYuanrongstudyfoundthatforeignlanguageclassroomanxietyandclassroomteaching,listening,learningperformanceisnegativelyrelated,andreadingcomprehensionisnotrelevant.MaHuixiaetal.,girls"Englishanxietyishigherthanboys.Inaddition,theinfluencefactorsofanxiety,GongZhiminstudiedtheformofclassroomfeedbacktolearninganxiety,ChenJingandDengXiaofangandsoon.InFebruary2014,thenationalexaminationcenterpublishedthe"examdescription"whichannouncedatthebeginningof2014,thenationalstandardcollegeentranceexaminationwillusegrammarclozetesttotaketheplaceofindividualchoiceusedfordecades.Itwillcanceltheoriginal15multiplechoicequestionsanduse10newgrammarcompletions.Thescoreswillstayunchanged,whicharestill15points.Thiskindofquestionschangedfromtheobjectiveselectionintothesubjectiveandthiskindofquestionsaretorequirethemoreflexible,masterdegreeofstudentsbasicgrammar,writingability,senseoflanguageanddiscourseanalysisability.Accordingtothereformofthetypesofactiveteachingmethodsteacherwillmakethecorrespondingadjustmenttohelpstudentstobetterrespondtothequestions.Foreignlanguagelearninganxietyisoneoftheimportantfactorsthataffectthelearningeffectoflearners.Ithasbeenahottopicinthefieldofsecondlanguageacquisitionfordecades.Earlyresearchesfocusedontherelationshipbetweenforeignlanguageanxietyanditsrelatedfactors,andtherelationshipbetweenforeignlanguagelearning.Later,researchesfocusedonfindingthecausesofanxietyandtheireffectsonforeignlanguagelearningindifferentteachingsituations.However,thestudyofanxietymainlyfocusedonforeignlanguageanxiety,andthestudyofforeignlanguageanxietyislimited,andtheconclusionsarequitedifferent.Inaddition,thereisverylittleattentiontohighschoolstudentsinthestudyoflimitedgrammaranxiety.InvestigationonthebasicsituationofEnglishanxietyresearch:RuiYingQihighschoolstudentsexistdifferentdegreesofanxietyinEnglishlearning,whosestudents"anxietylevelishigher;ZhangKe’sresearchonmiddleschoolstudents"foreign5 languageanxietyfound:highschoolstudents"foreignlanguageanxietyisinthemediumlevel.AfterconsultingalotofliteratureaboutthegrammaroftheEnglishlanguageanxietyandanxietyfoundthatatpresentinourcountry,therearemanystudiesforcollegestudents,studyonseniorhighschoolstudentsisstillrelativelysmall;ortheinvestigationjuststudiestherelationshipbetweenanxietyandlearningstrategies,rarelypayattentiontothedifferentcharacteristicfeaturesofstudent"sgrade,sothenewresearchprovidesamorebroadoftheresearchonthespace,whichisthetheoreticalbasisoftheresearchpaper.1.2PurposeandsignificanceoftheresearchForalongtime,EnglishgrammarhasbeenadifficultandhottopicinEnglishteaching.Inthemiddleschool,Englishteaching,whichtakesgrammarasthekeylink,takesupalotoftime,buttheeffectisnotobvious.Grammarstudiesinthepasthavemostlyfocusedontheteachingofteachersandthelearningofthelearners.Becauseofthis,thisstudytakestheseniorhighschoolstudents"Englishgrammarlearningastheresearchobject,hopingtoprovidesomeusefulreferencesforsolvingtheproblemofhighschoolgrammarlearning.Grammarinlanguageteachinghasbeenoccupyinganimportantposition.Inthehistory,theteachingoflanguagelearningmeansthelearningofgrammar(Rutherford,1987).Inthethreefactorsthatconstitutealanguage,speechistheshellofthelanguage,vocabularyisthebuildingmaterialsofalanguage,andgrammaristhebasicrulesoflanguage,useis"generallyacceptedahabitsystem"(Aristotle;citedinsunFeng,2001).Grammargivesthelanguagestructure,vocabularythroughgrammaticalstructuregivesthelanguagemeaningtothecontentandthegrammaticalstructuremeaning,andthenthephonologicalsystemrepresented.Thegrammaticalstructureshouldbeinthecenteroflanguage.Ifthevoiceistocells,vocabularygrammaristhencomparedtotheflesh,skeleton.Himes,aUSsociallinguistics,saysthatapersonlearningalanguageshouldhavetheabilitytorecognizethegrammaticalrulesofasentenceandtheabilitytoproducesentencesthatconformaccordingtothe6 rulesofgrammar.Secondlanguagelearningresearchresultsalsoshowthatlearninggrammarishelpfultoforeignlanguagelearnerstoimprovethelearningeffect.Thereisnotmuchbasisfortheteachingmethodsthatarecompletelyavoidedorignorethespecialgrammarteaching(Nunan,1991).Asoneofthethreeelementsoflanguage,grammarisveryimportantinthewholeprocessofEnglishlearning.Grammaristhekeytotheorganizationofwordsandphrases,andgoodgrammarcanmakethewritingmorefluent,beautiful,clear,andnoteasytoproduceambiguity.Grammaristheruleoflanguageuse.Ithasapositiveeffectonlanguagepractice.Ithasapositiveandimportantroleinthemasteryandapplicationofgrammarknowledge.Masteringsomebasicgrammarrulescanhelpstudentstoavoiddetours,betterunderstandthephenomenonoflanguage,moreaccuratelygraspthelanguage,andlayagoodfoundationforthefurtheruseofEnglishforcommunication.Anxietyisakindofprotectiveresponsetohumanbeings.Itplaysabeneficialroleinpeople"slifeanddailylife.Butwhenitdevelopsintoastrongemotionalstate,itbecomesanobstacletoinfluenceindividualaction.Foreignlanguagelearninganxietyisauniqueandcomplexpsychologicalphenomenonoflanguagelearners.Inlanguagelearning,learners"emotionalstatescandirectlyleadtodifferentlearningeffects,becausethechangeofemotionnotonlyaffectstheprogressofthewholelearningprocess,butalsohasanimpactoneachofthespecificlearningactivities.Fromtheperspectiveofdevelopinghighschoolstudents"communicativecompetence,wemustteachgrammar.Grammarclozetestshouldimplementthenewcurriculumconceptofordinaryseniorhighschool,reflecttheoverallrequirementsofthenewcurriculumstandards,testthestudents"masteryandunderstandingofthebasicknowledgeofEnglishlanguage,andpayattentiontothestudents"abilitytousethelanguageinaspecificlanguageenvironmentandtheabilitytouseEnglishlanguageknowledge.FromthepurposeoflearningEnglish,highschoolstudentsmustlearngrammar.Thesyllabusalsorequirecandidatestoreadbooks,newspapersandmagazinesonthegeneraltopicofbriefparagraph,andannouncements,instructions,advertisements,andthelike,andcangetrelatedinformation.7 Basedontheabovereasons,itisnecessarytomakeathoroughstudyofEnglishlearninginseniorhighschoolstudents,especiallytheproblemsinEnglishgrammarlearning,suchaslearninganxiety,learningefficiencyandsoon.ThispaperattemptstoexplorethedifferentgradesofhighschoolstudentsinEnglishlearninganxietyonthedifferentcharacteristicsofthecharacteristicsofanxietyinEnglishgrammarlearningofhighschoolstudentstobetterimprovehighschoolstudentsEnglishgrammarlearningabilityandperformance,butalsoforthestudents"Englishclassroomteachinginterventiontoreduceexcessiveanxietyandothernegativeemotions,sothathighschoolstudentscanlearningEnglishgrammarmoreeffectively,forenteringahigherschool,employmentlayasolidfoundation.Throughthedetailedsummaryofgrammarclozetestresults,findoutweaknessesofstudentsinEnglishgrammar,andmakeeffortstoovercomedifficultpointencounteredinthelosingandgrammarsoastorelievetheanxietyofthestudents,andimprovestudents"pragmaticcompetenceandaccurateexpressionofgrammar.1.3LayoutofthisthesisAltogether,thisthesisiscomposedofsixchapters.ChapterOneoffersthebackground,thesignificanceandpurposeofthepresentstudy.ChapterTwoistheliteraturereviewofthepresentstudy.Forthischapter,definitionsandclassificationsofanxietyareintroducedfirst;then,researchesonFLanxietyandtheoriesonrelationshipbetweenanxietyandFLlearningarepresented;afterthat,studiesongrammaranxietyareshowed;Intheend,asummaryoftheliteraturereviewispresented.CollegeEntranceExaminationinEnglishClozeisadaptedaccordingtothechangesintheratioofforeignwordstofillintheblanksandnewquestions.Thiskindofsubjectivediscoursecloze,inthediscourseoftheteststudentsEnglishgrammarknowledge(verbtenses,verbsofvoice,modalverbs,nonpredicatetheinfinitive,nonpredicateverbnoun,nonofadjectivesinthepredicatewordsegmentation,wordoradverb,noun,adjectiveandadverbialclauses,adverbsofclausesandarticles,8 prepositions,pronouns).Thiskindoftopicmainlyexaminesthestudents"comprehensivelanguageapplicationabilityofEnglishbasicEnglishgrammarpoints.ChapterThreefirstlyproposestheresearchquestionsbasedonpreviousstudies,thenreportstheresearchmethodsusedinthepresentstudywhichincludethedescriptionofthesubjects,instruments,data-collectingprocedure,anddata-analysis.ChapterFourpresentstheresultsofthepresentstudyingeneral.ChapterFiveistheanalysisanddiscussionofthefindingsinthepresentstudy.ChapterSixdrawstheconclusionofthepresentstudy,andpresentssomepedagogicalimplications.Intheendofthischapter,limitationsofthepresentstudyandimplicationsforfutureresearchesarepresented.9 Chapter2LiteratureReview2.1AnxietyandFLAnxiety2.1.1DefinitionsofAnxietyFortheconceptofanxiety,inthe"modernChineseDictionary"and"CiHai"interpretedas"anxiety";intheOxfordEnglishDictionaryinterpretedasabeingworriedandnervousstateortrait.Inpsychology,anxietyissaidtobeapsychologicalabnormality,abnormalmoodof.Thisstudyrefersto"anxiety"referstoindividualswhohavenotreachedtheexpectedgoals,orcannotovercometheobstaclescausedbythebarrier,individualpsychologicalfrustration,anxietyorpanic.Anxietyisanemotionalstate,akindofpsychologicalperformance,andacomplexofhighschoolstudentsinallkindsofactivities.Anxietywasconsideredtobeakeyaffectionvariable，andithasbeendiscussedformorethanacentury.Thedefinitionsofanxietyvariedfromperspectivetoperspective.Anxietyisdefinedas"anabnormaloroverwhelmingsenseofapprehensionandfearoftenmarkedbyphysiologicalsigns(suchassweating,tension,increasedpulse）"(MerriamWebster"sCollegiateDictionary,1998).Scovel(1978:34)isdescribedas"apprehension,avaguefearthatisindirectlyassociatedwithanobject".Spielberger(1976)isdefinedas"thesubjectivefeelingoftension,apprehension,nervousness,andworrythatareexperiencedbyanindividual,"andthe"heightenedactivityoftheautonomicnervoussystemthataccompaniesthesefeelings".Leary(1982)characterizedanxietyas“acognitive-affectiveresponsecharacterizedbyphysiologicalarousal(indicativeofsympatheticnervoussystemactivation)andapprehensionregardingapotentiallynegativeoutcomethattheindividualperceivesasimpending”.Wolman(1989)definition:anxietyasafeelingofweaknessandinabilitytocopewithrealorimaginarythreats.Anxietycomesfromtheinside,lackofconfidenceandlackoffeeling.Itispossible(1996:205)tounderstandthatanxietyisathreatorvalueofanxiety,andthataperson"sopinionofhisexistence10 isessentialtoapersonality".Williams&Burden(1997:92)pointedoutthatanxietyishighlyspecific,someotherfactorsofitsown.Arnold(2000:8)believesthatanxietyislikelytohavethegreatestimpactonthefactorsthathinderthelearningprocess.ZhangSuyan(2012)researchonseniorhighschoolstudentsandfoundthat:inthemiddleschoolnextsemesterthestudents"stateanxietyandtraitanxietyhassignificantdifference.Itwasassociatedwithnegativefeelingssuchasuneasiness,frustration,self-doubt,apprehensionandtension.Theclassificationaboutanxiety,manyscholarshavealsodonealotofresearch.Researchersgenerallybelievethatanxietycanbedividedintothreecategories:traitanxiety,stateanxietyandsituationalanxiety.Traitanxietyisapersonality,whichisakindofpersistentanxietytendency.Researchersgenerallybelievethattraitanxietyindifferentsituationsisakindofrestlessmoodstate.Thiswillgreatlyreducethememory,hinderbraincognitivefunction,resultinginevasionandotherconsequences.Althoughtraitanxietyinsomewaysdescribedthecharacteristicsofgeneralanxiety,butformostpeople,situationswillarouseanxiety,butsomesituationswillarousearelaxedfeel.Furthermore,evenifinthesamesituation,evokingtheanxietyisnotnecessarilyconsistent,soresearchonanxietyandtraittypeisunabletodistinguishthese.Stateanxietyiswhatpeopleexperienceinamomentofanxiety,suchasthetimebeforetheexaminationandanxietyisaproductofcombinationofsituationalanxietyandnervousness.Stateanxietyandtraitanxietyhaveacloserelationship.Ingeneral,traittypehigheranxietylevelismorelikelytoexperienceanxiety,andstateanxietyfrequentwillleadtothedeteriorationoftraitanxiety.However,manyscholarsbelievethatthestudyofstateanxietyisnotperfect,becausethesourceofstateanxietyignoredtheanxiety.Infact,sometimesapersonbecomesnervouscausedbyavarietyoffactors.Standingintheperspectiveofstateanxiety,personswhoexperiencedanxietycannottakeanyspecificreasonsattributedtothenervousness.Therefore,studyonthestateanxietyhasflaws.Situationalanxietyistheindividualinalongerperiodoftime,someanxiety,incertainsituations,suchas:tospeakinfrontofexamination.Thisunderstandingwith11 thefirsttwoviewsofthebiggestdifferenceisthatitemphasizestoarouseaparticularanxiety,theanxietyofattribution,providespecificbackgroundforpeopletofullyunderstandtheanxiety.Althoughthereareimprovedinthepreviousresearch,butitsmentionedparticularsituation,therearemanycontroversies,becauseasituationcanbigorsmall,itisnecessarytothegeneraloverviewofmeaning,itisverydifficult.Withthegradualpenetrationoflinguisticresearch,theeffectsofanxietyonlanguagelearninghavealsocausedmoreandmoremanyscholars’attention.Inthethreetypesofanxiety,situationalanxietyisthemostattentionintwolanguageacquisitionresearch.HorwtizandCopeproposedbasicallythatforeignlanguageanxietyisakindofsituationalanxiety.2.1.2StudiesonFLAnxietyThroughoutthepreviousresearch:Researchofthemeaningofatraitorintheforeignlanguageanxietyandforeignlanguageanxiety,influenceandcausesofforeignlanguagelearningisbasicallythesame,onlythetargetlanguageisdifferentfromabroadmainlystudyFrench,Spanish,Englishisthemain.Therefore,thestudyofforeignlanguageanxietyisequivalenttoEnglishanxiety.Sincetheseventiesofthe20thcenturyonEnglishteachingandresearchfocusfrom"teaching"changesto"learn",withlearnersasthecenter,researchingtheattentionofindividualfactorsinfluenceonEnglishlearning.SomescholarsbelievethatEnglishanxietyisanimportantaffectivefactorinEnglishlearning(Krashen,1985).Thismanyscholarshavecarriedoutalargenumberoftheoreticalandempiricalresearch.AccordingtoMacIntyre&Gardner(1991c),“anxietyposesseveralpotentialproblemsforthestudentsofaforeignlanguagebecauseitcaninterferewiththeacquisition,retention,andproductionofthenewlanguage”.Hence,FLanxietyhasgraduallybeenconsideredasatypeofanxietythatisparticularlyrelatedtoFLlearning.Horwitz,HorwitzandCope(1986)definedFLanxietyas“adistinctcomplexofself-perceptions,beliefs,feelingsandbehaviorsrelatedtoclassroomlanguage12 learningarisingfromtheuniquenessofthelanguagelearningprocess”.TheyproposedthatFLanxietycouldbeseenasaseparateanddistinctprocessparticulartosecondlanguageacquisition.TheyidentifiedthreefactorsinvolvedinFLanxiety:communicationapprehension,negativesocialevaluationandtestanxiety.Allthethreefactorsseemedtohavenegativeeffectsonsecondlanguageacquisition.HorwitzarguedthatcommunicationapprehensionplayedalargeroleinFLanxiety;itwascausedbyFLstudentsbelievingtheywereincompetenteitherinexpressingorcomprehendingthetargetlanguage.Negativeevaluationresultedfromstudents’sensitivitytotheevaluationoftheirpeers.Testanxietywascausedbystudentsbeingstressedbytheacademicevaluation.Ellis(1994)claimedthatstudentsattemptingtolearnasecondlanguageandcommunicateinitmightexperiencelanguageanxiety.WilliamsandBurden(1997)pointedoutthatlanguageanxietywas“highlysituationspecificanditselfaffectedbyanumberofotherfactors”.Oxford(1999)defineditas“fearorapprehensionoccurringwhenalearnerisexpectedtoperforminthesecondorforeignlanguage.”Earlystudieshaveshownmixedresultsconcerningtheeffectsofanxietyonperformance.Chastain(1975)studiedtheeffectsoftestanxietyonfinalgradesamongstudentsenrolledinbeginningFrench,GermanandSpanishcourses.TestanxietywaspositivelycorrelatedwithSpanish,marginallypositivelycorrelatedwithGerman,andnegativelycorrelatedwithFrenchintheaudio-lingualFrenchclass.Thecorrelationswithfinalgradeswerehighacrosslanguagesbutthedirectionofcorrelationwasnotconsistent.Young(1986)found,withabilitycontrolled,therewasnorelationshipbetweenstateanxietyandperformanceonanoralproficiencyinterview.Bailey(1983)examinedthecorrelationbetweenanxietyandlearner’sperformanceandconcludedthatahighlevelofanxietycouldhaveadverseeffectsonstudents’FLperformance.Tosumup,themixedresultsmightbeduetotheinconsistentofmeasurementandtheuncleardefinitionofFLanxiety(MacIntyre&Gardner,1989;Scovel,1978).AfterFLanxietywasestablishedasaspecificconceptandthedistinctionwasmadebetweenFLanxietyandgeneralanxiety,amoderatenegativerelationshipbetweenFLanxietyandperformancehasconsistentlybeenfound(e.g.Aida,1994;Horwitizet13 al.,1986;MacIntyre&Gardner,1989,1991b;Phillips,1992)asmeasuredbythefinalgradesandtestscores.AccordingtoHorwitz(2000),“countlesslanguagelearnersandteachersacrosstheworldidentifywiththeexperienceofFLanxiety,andthepotentialofanxietytointerferewithlearningandperformanceisoneofthemostacceptedphenomenainpsychologyandeducation”.Aida(1994)reportedtherewasamoderatenegativecorrelationbetweenanxietyandcoursegrades,thehighanxietygroupreceivedsignificantlylowergradesthanthelowanxietygroup,andnogenderdifferenceinFLclassroomanxietyamonglearnersofJapanese.Horwitz(2001)reviewedalargenumberofresearchesandfoundthattherewasaclearrelationshipbetweenanxietyandpoorlanguagelearning.FLanxietyhasbeenbroadlyexaminedandresearchersgenerallyreachedanagreementthatFLanxietyinterferedwiththelearningprocessandhadanegativeeffectonperformance(Aida,1994;Horwitzetal.,1986;MacIntyre&Gardner,1991a,1991b,1991c;Phillips,1992).Recentresearchesonsecondlanguageanxietyappearedtosupporttheexistenceoflanguage-skill-specificanxiety.“Therehasbeenarecenttrendtoidentifymorespecificallythesourcesofanxietyandtherelationshipofanxietytovarioussecondlanguageproficiencies”(Horwitz,2001:120).Vogely(1998)hasprovedtheexistenceofsecondlanguagelisteningcomprehensionanxiety.Cheng,HorwitzandSchallert(1999)conductedafactoranalyticstudytodifferentiateanxietiesrelatedtodifferentsecondlanguageskills.Saito,HorwitzandGarza(1999)designedtheFLRAS(ForeignLanguageReadingAnxietyScale).Asforthelanguage-skill-specificanxiety,itwillbepresentedinthelaterpart.InChina,researchershavedoneanumberofresearchestoexploreFLanxietyamongChinesestudents.WuYianetal.(1993)foundthattherewasnosignificantcorrelationbetweenanxietyandEnglishachievement.Hao&Hao(2001)carriedoutastudytoexaminetherelationshipbetweenEnglishachievementandstateanxiety,andfoundthatEnglishachievementwasnegativelyaffectedbystateanxiety.DongZhengyu(2002)foundthatFLanxietywasnegativelycorrelatedwithlanguageperformance.ZhangLi(2002)choseforeignstudentsstudyingChineseassubjects14 andfoundthatChineseoralproficiencywasnegativelyrelatedtolanguageanxiety.Learners"learningmotivation,creativityandautonomouslearningabilityarehighlycorrelatedwiththeemotionalfactorssuchastoleranceofambiguity,anxiety.ZhangSumin(2012)2.1.3TheoriesontheRelationshipbetweenAnxietyandFLgrammarGrammarplaysanimportantroleinlanguagelearning,becauseitisthefoundationofourknowledge.Therefore,thecultivationofstudents"grammaticalabilityhasbecomeanimportantpartofEnglishteaching.However,languagelearningisacomplicatedprocess,anditisinfluencedbymanyfactors,suchasArnold(J[1],2000:80),whichisinfluencedbymanyfactors.AndemotionalfactorsAnxietyisconsideredasthefocusofthestudy.Ingeneral,foreignlanguageanxietyandforeignlanguageachievementisamoderatenegativecorrelation.Inrecentyears,researchershavestudiedtheforeignlanguageanxietyintheprocessoflistening,speaking,reading,writingandtranslating.Foreignlanguagegrammaranxietyisakindofanxietyhappeningintheprocessofforeignlanguagegrammarunderstanding.Foreignlanguagelearnersareexpectedtoposeathreattoselfandself-esteeminacognitiveassessment,whichisexpectedorworriedaboutthepotentialdangerofthegrammar.InChina,thedevelopmentofforeignlanguagegrammaranxietyhasbeenstartedlately,butithasbeendevelopingrapidly.2.2ForeignLanguageGrammarAnxietyMostofthepreviousresearchesonEnglishgrammarlearninganxietycanbefoundathomeandabroad,butthisstudyisless;anddomesticstudiesforadultstudentsaremore,butstudiesonEnglishlearninganxietyofseniorhighschoolstudentsarelittle;again,manyresearcherspaymoreattentiontotheeffectofanxietyonthelearningofforeignlanguagelearning,andpaymoreattentiontotheforeignlanguageclassroomanxietyfortheclassroomcommunication,influencingtheeffectofclassroomteaching,andlessattentiontogrammaticalfactorsaffectingforeign15 languagelearninganxiety.Therefore,thisresearchisbasedonthestudyofseniorhighschoolstudents’Englishlearninganxietyandforeignlanguageanxietyongrammarlearningeffectofdifferentstudents,andistostudythecausesofEnglishlearninganxietyofstudents.Alittlenumberofteachingtheoriesandpracticesinourcountryalsofoundthathighschoolstudents"anxietyshouldbepaidattentionto.InEnglishgrammarlearningprocess,mostofthestudentshavedifferentlevelsofanxietydisorders,includingtheanxietyoflanguageuse,anxiety,negativeevaluationofanxiety,aswellastestanxiety,etc.GrammarclozeisalsoknownasopendiscourseandthiskindofquestionsarebasedonGermanpsychologistoftheprinciplesofGestaltpsychologyandEnglishlinguistBrown"sdiscourseanalysistheory.Thepurposeistoteststudents"discoursecompetencefromthesentencestructureandgrammarform,theoriginalmeaningandthetransferredmeaningoflexical.Intheteachingprocessofhighschoolstudents,Ifocusonthecharacteristicsofthepropositionofthegrammartestquestions,exploretheproblemsolvingskills,trainingandimprovingstudents"abilitytosolveproblems.Languagelearningisacomplicatedprocess,anditisinfluencedbymanyfactors,suchasemotion,cognitionandpersonality.Intheemotionalfactors,anxietyisconsideredasthefocusofthestudy.2.2.1AnOverviewofGrammarAnxietyForeignlanguagegrammaranxietyisakindofanxietyhappeningintheprocessofforeignlanguagegrammarunderstanding.Foreignlanguagelearnersareexpectedtoposeathreattoselfandself-esteeminacognitiveassessment,whichisexpectedorworriedaboutthepotentialdangerofthegrammar.InChina,thedevelopmentofforeignlanguagegrammaranxietyhasbeenstartedlately,butithasbeendevelopingrapidly.16 2.2.2Brown’sTheoryonForeignLanguageGrammarAnxietyGrammarclozeisalsoknownasopendiscourseandthiskindofquestionsarebasedonGermanpsychologistoftheprinciplesofGestaltpsychologyandEnglishlinguistBrown"sdiscourseanalysistheory.Fromthesentencestructureandgrammarform,lexicaloriginalmeaningandtransferredmeaningandbattenbeforeandafterthechange,thecluesandsignwordsofdiscoursecontexttoteststudents"discoursecompetence.Grammarcolzetestpaysattentiontotextcomprehension.Inthepast,the"singlechoice"problemistoprovideabasisforthesmallcontextthrougharelativelyshortquestion.Andasforthenewquestions"grammarcloze",thereisanessayasacarrier,whichprovidesalargercontext,andthisisundoubtedlytoofferthecandidatesalargerandmorecompletethinkingspace.Thus,thesequestionswillrequirehigherunderstandingoftheconsequent,fromtheunderstandingofasinglesentencetotheunderstandingofawholetext.Thestudentsshouldpayattentiontogrammarwriting.Foreachquestionmustmakejudgmentsofgrammaticality,becausethefillingwords(wordsorphrases)shouldbebothmeaningandlogiccorrect(consistentwiththecontext),andstudentsmustwritegrammarcorrectly(withthelexicalandsyntacticrules).Thelyricsaredividedintotwotypes.Filledwords-fillintheblankswiththecorrectformofthewords;infunctionwords,noemptywords.Threetypesofcommonwords:nouns,verbs,adjectivesoradverbs.Thenounmainlyexamines:nounsingularplural,partofspeechchange;verbmainlyexamines:thetensevoice,thenonpredicateverb,thepartofspeechchange;theadjectiveoradverbmainlyexamines:thecomparisonlevel,thepartofspeechchanges.Fourcommonfunctionwords:prepositions,articles,pronouns,conjunctionsorguidewords.Prepositionsmainlyexamines:phrasesorfixedcollocation;articlemainlyexamines:referstothespecifiedorcategories;pronounsmainlyexaminesthe:personalpronounsinthenominative,accusativeorapossessive,pronouncasechange;conjunctions,guidewordtest:determinetheconnectionisparatacticsentenceorclause.17 Thispropositionwillchangethecoreofthegrammaroftheindividualchoiceintothecoreofthegrammartofillintheblank.Thischangereflectsthechangeofthegrammarteachingideaofnewcoursereplacedbygrammarknowledgeandgrammarskills,aswellasthetrendoftoday"sreformofcollegeentranceexaminationinEnglish:outstandingdiscourse,withemphasisontestingthestudentsindiscourseinEnglishlanguageknowledgeandskills.Inforeigncountries,thereisnoconsistentconclusionaboutthedefinitionoftheconceptofgrammaticalanxietyandtheinfluenceofgrammaronforeignlanguagelearning.However,althoughtheresearchfocusesandtheresultsarenotconsistent,butmostofthestudiesstillshowthatgrammaranxietyhasanegativeimpactonforeignlanguagelearning.2.3StudiesonFLGrammarAnxietyabroadForeignresearchstatus:Thestudyofanxietybeganintheforty"softhelastcentury.Itisfoundthattheunsuccessfullearnersaremorelikelytogetemotional,changeable,andanxious,andthesuccessfullearners"behaviorandpersonalityaremorestable.Since1960s,withtheemergenceofhumanpsychology,moreandmoreeducatorsandresearchersathomeandabroadhavebeguntopayattentiontotheinfluenceofaffectionvariablesonlearning.Withthedevelopmentofthesecondlanguageacquisitionresearch,thefocusofforeignlanguageteachingtransferredfromteachingtolearning,andthefocusofresearchtransferredfromtheteachertothestudents.Moreandmorescholarspayattentiontotheroleofaffectionfactorsinlanguageteaching.Foreignlanguagelearninganxietyisoneoftheimportantaffectionvariables.Anxietyisanimportanteffectivefactorinlanguagelearning,whichisthemainfactorcausingthedifferencesofindividuallanguagelearning.So,theanalysisoftheinfluenceofanxietyonEnglishlearninghasbecomeanimportantpartofthestudy.Since1980s,foreignresearchershaveusedHorwitz,HorwitzandCope(1986)designofforeignlanguageclassroomanxietyscaletostudythefactorswhicharethemostlikelytocauseanxietysuchaslistening,speakingandexams.18 2.4StudiesonFLGrammarAnxietyatHomeDomesticresearchstatus:Inrecentyears,alotofpeoplehavealsostudiedforeignlanguagelearninganxiety.TheresearchmainlyfocusesontheinfluenceofEnglishlearninganxietyonthelearningeffect,andthedescriptionofforeignlanguagelearninganxietyindifferentgroupsandtheinfluencefactors.Firstofall,theeffectofEnglishlearninganxietyonthelearningeffect,ChenJioftheNanjingUniversity"ssurveyshowsthatanxietyandstudents"oralEnglishproficiencyiscloselyrelated.ZhangXicha,oftenMingHuiofnonEnglishMajorStudents"investigation,resultsshowthatthefoundationispoor,thestudents"anxietyishigh,andtestanxietyandacademicperformanceshowedsignificantnegativecorrelation.ZhangYuanrongstudyfoundthatforeignlanguageclassroomanxietyandclassroomteaching,listening,learningperformanceisnegativelyrelated,andreadingcomprehensionisnotrelevant.MaHuixiaetal.,girls"Englishanxietyishigherthanboys.Inaddition,theinfluencefactorsofanxiety,GongZhiminstudiedtheformofclassroomfeedbacktolearninganxiety,ChenJingandDengXiaofang,andsoon.Inrecentyearsexaminationpropositiongrammarknowledgeandobjectivequestionshaveobviousdecline,studentsintheevaluationprocessofspeakingandwritingskillsgraduallyregress,thephenomenonofEnglishgrammarlearningisverybad,nolearningsyntaxhighlightingtheessentialmeaningoftheteachingprocess,resultinginlearningqualityisnothigh,theevaluationresultispoor(LiuYuying,2011)Foreignlanguagelearninganxietyisoneoftheimportantfactorsthataffectthelearningeffectoflearners.Ithasbeenahottopicinthefieldofsecondlanguageacquisitionfordecades.Earlyresearchesfocusedontherelationshipbetweenforeignlanguageanxietyanditsrelatedfactors,andtherelationshipbetweenforeignlanguagelearning.Later,researchesfocusedonfindingthecausesofanxietyandtheireffectsonforeignlanguagelearningindifferentteachingsituations.However,thestudyofanxietymainlyfocusedonforeignlanguageanxiety,andthestudyofforeign19 languageanxietyislimited,andtheconclusionsarequitedifferent.Inaddition,thereisverylittleattentiontohighschoolstudentsinthestudyoflimitedgrammaranxiety.2.5SummaryInthischapter,theauthorhasreviewedthetheoreticalandrelativestudiesonFLandFLgrammaranxiety.ThefruitfulempiricalstudiesshowedFLanxietywassignificantlynegativewithbothoverallachievementandspecificlanguageskills.Sincetheendof20thcentury,moreresearchesonlanguage-skill-specificanxietygeneratedanewtrend,whichgaveusadeeperunderstandingofFLanxietyandpavedthewaytofurtherstudyonanxiety.However,therewerestillseveralweaknessesthatpreviousstudiesinthisfieldfailedto.Firstly,mostofthestudiesonFLanxietyanditscorrelationwithlanguagelearningwerecarriedoutamongcollegestudents.Onlyafewinvestigationsweredoneamonghighschoolstudents.Secondly,studiesontherelationshipbetweenFLanxietyandlanguagelearninggotmixedresults.Somefoundanxietyhadnegativecorrelationswithlanguageachievementwhereasothersreportedthatlanguageanxietywashelpfultolanguagelearningorhadnoeffectonit.20 Chapter3MethodologyThischapterdealswiththeresearchquestions,basicinformationofthesubjects,thedescriptionsofthetwoquestionnaireswhichareusedastheinstrumentsinthepresentstudy,theintroductionofthepilotstudy,datacollectionprocedureanddataanalysisofthepresentstudy.3.1ResearchQuestionsThestudyisdesignedtoanswerthefollowingquestions:ThroughthestudyofdifferentgradesofhighschoolstudentsinEnglishlearninganxiety,welookforwardtorevealinghighschoolstudentsEnglishlearningcharacteristics.Asresearchersandeducators,wemustgraspthepsychologicalcharacteristicsofstudentsatthisstageandprovideatheoreticalbasis.Atthesametime,weshouldallowthestudentstoraisetheawarenessofhighstrategyinordertoreduceanxietyandimprovetheabilityofautonomouslearning.Wehopetoinvestigatetherelationshipbetweengrammaranxietyandlearningachievement,toprovideempiricalsupportforthesecondlanguagelearningtheory,andtobetterunderstandthelanguageanxietyandlanguagelearning.1).Arethedifferentlevelsofgrammaranxietycorrelatedwithgrammarperformance?2).Whatistheeffectofdifferentlevelsofgrammaranxietyongrammarperformance?3).WhatarethedifferencesamongdifferenttypesofseniorhighschoolstudentsinEnglishgrammaranxiety?3.2SubjectsInordertofindouttheinfluenceofhighschoolstudents"anxiety,theauthormakesasurveyandanalysisontheEnglishgrammarlearningsituationof150seniorhighschoolstudentsinTangCountyMiddleSchool,HebeiProvince.ThroughtheobservationofthecharacteristicsofEnglishgrammarlearninganxietyandthestatisticalcomparisonoftheresultsofthetest,thedatawerecollected,21 andsocialsciencestatisticalsoftware(SPSS)wasusedtotestthestudents"anxietyinEnglishgrammar.Theauthorreferencestheforeignlanguagereadinganxietyscale(FLRAS)topreparethe"foreignlanguagegrammaranxietyscale"and"grammartestscoresquestionnaire",andclassifytheitemsinvolvedinordertosumupthemainreasonsoftheEnglishgrammaranxiety,andtherelationshipbetweenthedegreeofgrammarandgrammartestscores.3.3InstrumentsTheinstrumentsusedinthepresentstudyincludedtwoquestionnaires.TheywerethemodifiedForeignLanguageGrammarAnxietyScale(FLGAS)andBlankstheSyntaxScoreMatrices.Fillintheblankswiththegrammartestinclass.3.3.1ForeignLanguageGrammarAnxietyScale(FLGAS)Thisresearchadoptsthemethodofquantitativeresearch,whichisconductedintheformofquestionnaireandtest.ReferringtothequestionnairesbySaitoetal,wedesignedtheforeignlanguagegrammaranxietyscale,referredtoasFLGASwiththehelpoftheforeignlanguagereadinganxietyscaleandHorwitzetal.designoftheforeignlanguageclassroomanxietyscale.Likertscoringmethodwasusedinthetwoscales.GrammartestcontentiswithreferencetotheNationalCollegeEnglishproficiencytestofthegrammarrequirements,mainlyforthegrammarfillintheblank.TheFLGASconsistedof10itemsusingafivepointLikert-typescale,andrangingfrom“stronglynotworried”to“stronglyworried”.Theresponsecontinuumwas:1=StronglyNotWorried,2=NotWorried,3=NeitherWorriednorNotWorried,4=Worried,5=StronglyWorried.ThescoresoftheFLGASscalerangedfrom20to100.Thescoringofeachitemdependedonnegativewordingorpositivewording,allthepositivelywordedstatements,suchas“IfeelconfidentwhenIamfillinginthegrammarblanks”,werereversiblyscored.Ahigherscoresignifiedahigherdegreeofanxiety.22 3.3.2SPSSPackageforWindowsSPSS(StatisticalPackageforSocialScience)isamaturestatisticalanalysissoftwarepackage,whichisappliedinthefieldofbiology,psychology,education,andthefieldofsocialscienceanalysisofeconomic,geography,medicine,andsoon.Inthisstudy,theauthorusedSPSS18softwarepackagetosupportthedataanalysistechniqueforallsubjectsintheWindowscollectionintheforeignlanguagegrammaranxietyscale.3.4ProceduresInthisstudy,thesurveyoftheclassistheunitofthequestionnaire.Teachersarethemainleaders.Thepre-testunificationofprimaryteachersinthetrainingandguidanceincludessurveyingattentionmattersandinstructions.Ittakesaclasstimetotest.Collectthecompletedquestionnairesonthespot.Thepresentstudyconsistedofapilotstudyandamainstudy.Inthissection,threepartswereillustratedindetailtopresenttheproceduresofthethesis.Theyarepilotstudy,datacollectionanddataanalysisofthemainstudy.3.4.1PilotStudyInordertoensurethatthestudywouldgosmoothlyendingupwithdesirableresults,theauthorconductedapilotstudybeforetheformalinvestigation.ThepilotstudywasconductedinAugust,2015.Inordertochecktheappropriatenessofthequestionnairesandthetimeneededtofinishthequestionnaires,150seniorhighschoolstudentsfromNo.1SeniorHighSchoolinTangcountywererequiredtoparticipateinthepilotstudy.FirstlytheyweregiventheForeignLanguageGrammarAnxietyquestionnaire.Thewholeprocesstookabout10minutes.Fillintheblankswiththegrammartestinclass,andthetestcontentsarepracticalEnglishtestfortheprimaryandmiddleschoolsinthegrammar.23 3.4.2DataCollectionInlateSeptember,2015,thesurveyfortheEnglishgrammaranxietywasconductedatNo.1SeniorHighSchoolinTangcounty.TwoclassesinthethreeGradeswererandomlychosen.Thequestionnairewasadministeredduringclassintervalsafterobtainingtheteacherandthestudents’permissionandsupport.Thesamplesofthisresearchtestwere150,whichcontaintopclass,keyclassandthebasicclass,andthenumberofgradeisrespectivelyabout50people.Thesubjectsrangedfrom18to20yearsold,withanaverageageof17years.Atotalof150questionnairesweredistributed,150questionnaireswerecollected,ofwhich141werevalidquestionnaires,andtheeffectiveratewas93.846%.Thespecificdistributionofthetestisshownbelow.150questionnaireswerehandedoutandcollected,andfinally150wereidentifiedvalid.Table3.1subjectsdistributionGendergradeFamilyresidencemalefemaleonetwothreeCityTownVillagesample_size_62______88_________50___50____50_______43____62______45__percent___41.5_____58.5_______33.3___33.3__33.03___28.5____41.6_____29.824 Chapter4ResultsAnalysisThestatisticalsoftwareSPSS18wasusedtoanalyzeandprocessthedata,andthedataweredescriptivestatistics,meancomparison,correlationanalysis,variancetestandregressionanalysis.Thischapterprovidesaresearchproblembasedonthestatisticsoftheresultsproposedinthethirdchapter.IntheSocialSciences,statisticalresearchisusuallysetto0.05/0.01asthestandardlevelofsignificance.Atpresent,thedataanalysisofthisapproachisasfollows.Inthischapter,theresultsofthisstudyarepresentedinthefollowingways.Inthebeginning,pictureofthesubjectofEnglishgrammaranxiety;thenthepresentEnglishgrammaroftheinfluenceofanxietyontheperformanceofthegrammar;finally,thefactorFLGASfortheanalysis,andontheperformanceofEnglishgrammaranxietyrelated(includingF1,F2,F3)andgrammar.4.1ReliabilityofAdaptedSubjects’EnglishGrammarAnxietyThisstudyreferstothetranslationofWangCaikang(2003)Horwitz(1990)foreignlanguageclassroomanxietyscaleChineseversion.Atotalof10projects,theuseof5pointsintheformofLi,inwhich1standsforthetotaldisagreementand5standsforfullagreementandthehigherthescore,thehigherthedegreeofanxiety.ToassessthequalityoftheadaptedFLGAS,reliabilityanalysiswasconducted.Cronbach’scoefficientalphaforadaptedFLGAScomputedon150subjectsis0.866.Table4.1Cronbach’sCoefficientAlphaforAdaptedFLRASInstrumentCronbach’sAlphaNofItemsFLGAS.86610_________________________________________________________________25 4.2TheSituationofSubjects’EnglishGrammarAnxietyDescriptivestatisticalanalysiswasconductedovertherawdataoftheFLGASscores.Theresultsareshownintable4.2.Amongthe150validFLGASscoresofthetotalsubjects,thelowestscoreis28,thehighestscoreis94andthemeanscoreis60.26.AsforthedescriptionofeachitemofFLGAS,thesubjectsreporthigherlevelsofanxietyinitem1,2,3,6and10,whichmaymainlycausetheiranxiety.Table4.2DescriptiveStatisticsofFLGASScoresoftheOverallSubjectsNMinimumMaximumMeanStd.DeviationFLGASScores150289459.3712.352item1150153.581.159item2150153.201.216item3150152.911.235item4150152.841.267item5150152.901.125item6150152.971.193item7150152.921.299item8150152.661.215item9150152.901.256item10150153.251.1864.3CorrelationbetweenSubjects’DifferentLevelsofGrammarAnxietyandTheirGrammarPerformanceInordertofindouttheeffectsofdifferentlevelsofanxiety,thecorrelationbetweenthelevelofanxietyandgrammaticalperformanceofsubjects"differentgrammarwasalsofound.Threeanxietygroups(low-anxiety,mid-anxietyandhigh-anxiety)wereclassifiedaccordingtosubjects"FLGASscore.Subjectsscorelowerthanfromtheaveragescores,minusonestandarddeviation,thoseget4826 minutesorlesstobelongtothelowanxietygroup;thosescoringhigherthanaveragescoreforastandarddeviationincrease,i.e.,thosewhoget72pointsorabovebelongtothehighanxietygroup.Table4.3PearsonCorrelationCoefficientbetweentheThreeLevelsofGrammarAnxietyandGrammarPerformanceGroupPearsonCorrelationSig.(2-tailed)Low-anxiety.154.380Mid-anxiety-.784.000High-anxiety-.762.000Table4.3showsPearsoncorrelationcoefficientbetweenthethreelevelsofgrammaranxietyandgrammarperformance.Theresultreportsthatthereisapositivebutnosignificantcorrelationbetweenlow-anxietygroupandgrammarperformance(r=.154,p=.380),anegativelysignificantcorrelationbetweenmid-anxietyandgrammarperformance(r=-.784,p=.000),andalsoanegativelysignificantcorrelationbetweenhigh-anxietyandgrammarperformance.Theresultsindicatethatthehigherthelevelofgrammaranxiety,thelowerthegrammarperformanceis.4.4TheRelationshipbetweenEnglishGrammarAnxietyandGrammarPerformanceWiththepurposeofclearlyexaminingtherelationshipbetweenEnglishgrammaranxietyandgrammarscores,eachitemofFLGASwascarefullystudied.Thenfactoranalysiswascarriedout.Table4.4istheresultofKMOandBartlett’sTestofSphericitywhichwasconductedtojudgewhetherthedatawassuitableforfactoranalysis.Table4.4KMOandBartlett’sTestofSphericity_________________________________________________________________Kaiser-Meyer-OlkinMeasureofSamplingAdequacy..873Approx.Chi-Square1.937E3Bartlett’sTestofSphericitydf170Sig..00027 Table4.4showsthevalueofKMOis.873,andaccordingtoKaiser(1974),if0.8