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1、OnArtStudents’AnxietyinCollegeEnglishLearning----BasedonEmpiricalStudyfromAffectPerspective艺术类大学生外语学习焦虑实证研究—情感视角HeLixinSupervisorProfessorWangZhijiangADissertationSubmittedasaPartialFulfillmentfortheDegreeofM.A.inEducationHANGZHOUNORMALUNIVERSITYHANGZ
2、HOU,CHINAJune,2008AcknowledgementsIacknowledgewithgratitudethevariouscriticalguidanceandsubstantialassistance,whichareindispensabletothecompletionofmythesis.Firstofall,I‟dliketoexpressmysinceregratitudetomysupervisorProfessorWangZhijiang,who,withinvar
3、iablekindnessandpatience,hasscrutinizedandcorrectedmydraft,whichmakesthisthesislessimperfect,inadditiontogivingmevaluableadviceandencouragementatdifferentstagesofthethesis.IwouldalsoliketoextendmyheartfeltthankstothenumerousotherteachersandfriendsinHa
4、ngzhouNormalUniversity,whoseinstructionhasinfluencedmealot,andwhosefriendshipwillbecherishedforever.Besides,myparticularthanksgotomyclassmates,HuYefengandLiShanshan,whodiscussedthetopicwithmeandgavemeveryimportantadviceandsuggestions,whichtriggeredmyt
5、houghtandtherefore,helpedaccomplishtheinvestigationandfurtherimprovementofmythesis.Finally,Iwouldliketoexpressmygratitudetothe207subjectswhoseactiveinvolvementintheexperimentsmakesthisthesispossible.杭州师范大学硕士学位论文OnArtStudents‟AnxietyinCollegeEnglishLea
6、rningAbstractWiththeincreasingconcernandresearchabouttheaffectivevariablesinforeignlanguagelearning,educationallinguistsinthelastdecadeshavediscussedanxietyasoneofthehotissues.AccordingtoKrashen‟sAffectiveFilterHypothesis,learnersaredistractedbyaffect
7、ivefactorsinthelanguagelearningprocess.Languageanxiety,confinedtothesecondlanguagelearningarea,isthemainconcernofthisdissertation.Thepresentstudyutilizesthetheoreticalmodel----ForeignLanguageClassroomAnxietyScale(FLCAS)asaresearchframeworktoexploreEng
8、lishclassroomanxietyamongartstudentsincolleges,includingthesources,thestatusquooflanguageanxietyandthestrategiestoalleviateanxietyforartstudentsinEnglishclass.Thisdissertationincludestwoempiricalresearches----ResearchOne:Statusquoofforeignlang
