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高中生英语学习焦虑、语言学习策略与英语成绩的关系研究的中期报告.docx

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高中生英语学习焦虑、语言学习策略与英语成绩的关系研究的中期报告 Introduction AsEnglishhasbecomemoreandmoreimportantintheglobalsetting,students’anxietytowardsEnglishlearninghasbeengraduallyincreasing.Anxietyisidentifiedasanegativeemotionthatmaydisruptstudents’languagelearningprocessandhindertheirachievementinthesubjectofEnglish.Therefore,itisessentialtoinvestigatetherelationshipbetweenEnglishlearninganxiety,languagelearningstrategies,andacademicperformanceinEnglish.Thisresearchaimstoexploretherelationshipandprovidesuggestionsforstudents'Englishlearning. LiteratureReview Studiesshowthatstudents'EnglishlearninganxietyissignificantlyrelatedtotheirEnglishlanguageproficiency(Li&Luo,2016;Schallert&Reed,1997).StudentswithhigherlevelsofanxietytowardsEnglisharelikelytohaveloweracademicachievementandbelessproficientinthelanguage.Moreover,languagelearningstrategiesareidentifiedasimportantfactorsthatcanhelplearnerscopewithanxietyandimprovetheirlanguageperformance(Cohen&Weaver,2006;Oxford,2011).Effectivelanguagelearningstrategiescanreducelanguagelearninganxietyandfacilitatelearners’successinlanguagelearning. Methodology ThisstudywilladoptasurveydesigntoinvestigatetherelationshipbetweenEnglishlearninganxiety,languagelearningstrategies,andacademicperformanceinEnglish.Theparticipantswillbe150highschoolstudents(grades10-12)whoarelearningEnglishasaforeignlanguage.Datawillbecollectedthroughquestionnairesthatconsistofthreeparts:Englishlearninganxietyscale,languagelearningstrategyinventory,andacademicperformancerecordsinEnglish.TheEnglishlearninganxietyscalemeasuresstudents'anxietylevelswhenlearningEnglish,whilethelanguagelearningstrategyinventoryassessesthefrequencyofusingdifferentlanguagelearningstrategies.Academicperformancerecordswillbeobtainedfromschoolrecords,includingmid-termandfinalexamgrades. DataAnalysis Thedatacollectedwillbeanalyzedusingdescriptivestatisticalanalysisandinferentialstatisticalanalysis.Descriptivestatisticswillbeusedtodescribethefrequencyanddistributionofthedata.Inferentialstatistics,suchascor