影响大学生英语学习因素之研究

　　为了进一步探讨英语学习过程及影响英语学习的不同因素，以便教师在课堂上采用更灵活的教学方法、更好地辅导学生自学，从而促进英语教学水平的提高，张文霞、刘梅华编著的这本《影响大学生英语学习因素之研究》系统地研究了大学生英语课堂焦虑、英语学习动机、英语学习态度、学习者的性格特征、学习策略、自信程度、英语水平自我评价等因素的内在联系，以及它们在整个学期中的发展变化及其对英语学习的多方影响，同时涉及不同英语水平、不同学校的学生在这些方面的差异、并在此基础上建立了一个影响英语学习成绩的结构模拟图。

暂缺《影响大学生英语学习因素之研究》作者简介

Chapter One　The Learning Variables in Language Learning:A Brief Review
　1.1　Anxiety and foreign/second language learning
　1.2　Language class risk-taking and sociability
　1.3　Language learning motivation
　　1.4　Language learning strategy
　　1.5　Self-esteem
　　1.6　Summary
Chapter Two　Research Design
　2.1　Context of the study
　　2.1.1　Tsinghua University
　　2.1.2　Beijing Union University
　　2.1.3　Hefei University of Technology
　2.2　The study
　　2.2.1　Participants
　　2.2.2　Instruments


Chapter One　The Learning Variables in Language Learning:A Brief Review
　1.1　Anxiety and foreign/second language learning
　1.2　Language class risk-taking and sociability
　1.3　Language learning motivation
　　1.4　Language learning strategy
　　1.5　Self-esteem
　　1.6　Summary
Chapter Two　Research Design
　2.1　Context of the study
　　2.1.1　Tsinghua University
　　2.1.2　Beijing Union University
　　2.1.3　Hefei University of Technology
　2.2　The study
　　2.2.1　Participants
　　2.2.2　Instruments
　　2.2.3　Procedure
　　2.2.4　Data analysis
Chapter Three　Changes and Differences in the Learning Variables
　3.1　Profile of, changes and differences in foreign language classroom anxiety
　　3.1.1　Factor analysis of the FLCAS
　　3.1.2　The general tendency of and changes in the FLCAS and its subscales
　　3.1.3　Gender difference and change in foreign language anxiety
　　3.1.4　Differences and changes in anxiety among students in different learning contexts
　3.2　Profile of, changes and differences in language class risk-taking and sociability
　　3.2.1　The general tendency of and changes in the LCR and the LCS
　　3.2.2　Gender difference and changes in language class risk-taking and sociability
　　3.2.3　Differences and changes in language class risk-taking and sociability among students in different learning contexts
　3.3　Profile of, changes and differences in English learning motivation
　　3.3.1　Factor analysis of the ELMS
　　3.3.2　The general tendency of and changes in the ELMS
　　3.3.3　Gender difference and change in English learning motivation
　　3.3.4　Differences and changes in English learning motivation among students in different learning contexts
　3.4　Profile of, changes and differences in cognitive and metacognitive strategy use
　　3.4.1　Factor analysis of the cognitive and metacognitive strategy use questionnaires
　　3.4.2　The general tendency of and changes in cognitive and metacognitive strategy use
　　3.4.3　Gender difference and changes in cognitive and metacognitive strategy use
　　3.4.4　Differences and changes in cognitive and metacognitive strategy use among students in different learning contexts
　3.5　Profile of, changes and differences in self-esteem　　
　　3.5.1　Factor analysis of the Rosenberg Self-Esteem Scale
　　3.5.2　The general tendency of and changes in self-esteem
　　3.5.3　Gender difference and changes in self-esteem
　　3.5.4　Differences and changes in self-esteem among students in different learning contexts
Chapter Four　Interrelations of the Learning Variables and Their Impact on English Performance
　4.1　Interrelations of the learning variables
　4.2　Impact of the measured variables on English performance
　　4.2.1　Correlation between the measured variables and English performance
　　4.2.2　The regression model
Chapter Five　Discussions and Conclusions
　5.1　Responses to research questions and the path model
　5.2　Conclusions
Chapter Six　Implications and Suggestions for Future Research
　6.1　Pedagogical implications
　6.2　Suggestions {or future research
Bibliography