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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-05-25编辑:lgg点击率:4336
论文字数:36420论文编号:org201405251030008202语种:英语 English地区:中国价格:$ 66
摘要:This thesis aims to investigate the current status of affective factors of non-Englishmajors,in the case of self-esteem and anxiety, and study the effect of the learner,saffective factors on his/her English learning achievements, which is one of the studies ofindividual differences in the area of foreign language learning.
4. Results and Discussion
4.1 Results
The following outcomes are from the replies to the questions surveying the subjects'self-esteem. The statistics and the relationship between self-esteem and students'performance are going to be listed in the following tables. In order to get an overallprofile of the students’ levels of English self-esteem, the grades of Foreign LanguageClassroom Self-esteem Scale produced by the students are calculated. In accordance withthe theoretical framework, grades ought to be between 10 and 50. The final outcomes ofthe present research range from 10 to 50,and with a mean grade of 28.17. The reasonmay be that the subjects of the survey are from Tsien Hsueshen experiment class ofWuhan Bio-engineering Institute. When they entered the college, they were chosen bythe exam. The students whose scores are high can be qualified as a member of TsienHsueshen experiment class. The students are sorted out into three groups. The group ofaverage self-esteem level consists of those whose grades are between 24 and 37. That isbecause the scores are greatly close to the mean. This group accounts for 72.29% of theall students. The group of high self-esteem level is made up of those whose scores are 38or above 50,which takes up 9.64%. Those whose grades below 24 fall into the thirdgroup,low self-esteem level, which is only 18%.
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Conclusion
In the previous chapters, the writer makes a primary and trial analysis of theconnection between the learner's affective factors and his/her English learningachievement and the influences of the teacher's attitudes and learning environment on thelearner's affective factors. The analysis of data on the questionnaires for both studentsand teachers produces the following findings. The current research on the effect of affective factors on the learners gives us asuperior understanding of Chinese English language learning from a new angle. Thefindings in this research will provide the following implications:Affective factors are of great significance to English learning, even deciding thesuccess or failure of it. As a consequence, it is highly suggested that much more attentionought to paid to affective factors,especially self-esteem and anxiety in EFL. On the otherhand, English teachers need to attach great importance to not only the learners but alsothe affective factors and their cognitive ability during teaching procedures in order tomake them serve the learners' acquisition better.
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Reference (omitted)