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english classroom anxiety
    Based on the questionnaire data collected from 182 medical college students,this study made correlation analysis and regression analysis to explore the multi-dimensional relationships between their willingness to communicate(WTC) in English plus its four components and English classroom anxiety plus its three components.
    通过在182名医学生中发放调查问卷并进行数据收集,采用相关分析和回归分析,对英语交际意愿总值及其四个分项和英语课堂焦虑总值及三个分项的多维关系进行分析。
    The findings of this study indicate that there exist a significant negative correlation between English classroom anxiety and WTC in English,with communication apprehension negatively predicting the students' in-class WTC in English to a significant extent.
    研究结果表明,英语课堂焦虑与英语交际意愿存在统计意义上显著的负相关关系,其中交际恐惧对医学生课堂上的英语交际意愿具有显著的负预测力。
    The Effect of English Classroom Anxiety on College Students’ Oral Performance
    英语课堂焦虑对大学生口语表达的影响
    Investigation into English Classroom Anxiety of College Students
    高校学生英语课堂焦虑状况调查
    An Investigation into English Classroom Anxiety of Arts Students of Senior3 in a Key Middle School of Kunming
    昆明市一重点中学高三文科学生英语课堂焦虑状况调查
    A Study of English Classroom Anxiety of Chinese College Students
    大学生英语课堂焦虑研究
    English Classroom Anxiety among High School Students in Grade Three and Its Relationship with English Learning Strategies and Achievement
    高三学生英语课堂焦虑状况及其与英语学习策略和英语成绩的关系
    These findings suggest that English self-concept of Chinese English learners might affect their English classroom anxiety.
    这些结果表明英语自我概念和英语课堂焦虑有密切联系,提高学生的英语自我概念有可能降低他们的英语课堂焦虑,提高学习效率。
    A Study of Sources of English Classroom Anxiety Among Chinese Non- English Majors
    一项关于大学英语课堂焦虑根源的调查
    The current study examined the relationship between English classroom anxiety and English self-concept of Chinese English learners and whether this relationship changes across different English learning stages.
    本研究考察中国英语学习者的英语自我概念与他们的英语课堂焦虑之间的相关关系,以及这种关系是否随着学习者进入不同的学习阶段而发生变化。
    Statistical analysis of the collected data yields the following findings: Firstly, English self-concept of Chinese English learners is highly negatively correlated with their English classroom anxiety.
    统计分析结果如下:第一,中国学生的英语自我概念和英语课堂焦虑在三个不同的学习阶段都有着显著的负相关。
    The change of the correlation between English pronunciation self-concept and English classroom anxiety across three stages lends further support to Wang (2001)'s hypothesis that pronunciation plays a vital role in language learning, especially in the initial stage.
    帮助学生形成正面的自我概念在学习的初级阶段早期尤为重要。 英语发音自我概念与英语课堂焦虑在初级阶段早期的强负相关进一步证实了王初明教授提出的“外语语音假设”。
    The writer probed into some of the personal correlates of English anxiety through making investigation into English classroom anxiety of 120 college students in Chengdu with the use of FLCAS questionnaire and by making some qualitative studies such as introspection of learners' own English learning process, classroom observation and post -test interview.
    通过借用E.K.Horwitz的外语课堂焦虑测量工具常(Foreign Language Classroom Anxiety Scale),笔者对120名不同年龄层次,性别,专业的120名非英语专业高校学生进行英语课堂焦虑调查。
    Learning strategies and English classroom anxiety, the two important learner factors in English learning have received increasing interest among researchers in recent years.
    近年来,英语学习策略和英语课堂焦虑这两个重要的学习者因素,正受到越来越多的研究者的关注。
    Many researches find that there is the tendency that English classroom anxiety has a negative effect on English learning whereas English learning strategies have positive effects on English learning if properly used.
    许多研究表明,英语课堂焦虑阻碍英语学习而英语学习策略对英语学习具有促进作用,运用得当的学习策略可以提高英语学习效率,还可以降低焦虑程度。
    The focus of the present study is on the English classroom anxiety of high school students, the relationships between English classroom anxiety and English achievement and English learning strategies and on the effect of English learning strategies of reducing English classroom anxiety.
    本研究以定量和定性分析相结合的方法对551名高三学生进行了调查分析,探讨高三学生英语课堂焦虑状况及其与英语成绩和英语学习策略的关系。
    Five hundred and fifty one senior grade three high school students in Lianyungang city, Jiangsu province took part in the study as subjects. The English classroom anxiety scale (a modified scale of Horwitz et al’s, (1986) Foreign Language Classroom Anxiety Scale) and the Strategies for English Learning (a modified scale of Oxford’s (1990) SILL) and English achievement were used.
    研究采用了英语课堂焦虑问卷(在Horwitz等1986年设计的外语课堂焦虑量表FLCAS基础上稍作修改而成)和英语学习策略问卷(在Oxford1990年设计的语言学习策略问卷SILL的基础上加以修改而成)以及英语成绩、开放性问题及个人访谈的方法。
    This paper investigates 86 college non-English majors for English classroom anxiety,and finds out that anxiety does exist among the non-English majors and negatively influences their English learning.
    使用英语课堂焦虑量表,调查了86名非英语专业大学生的英语课堂焦虑状况.
 

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