影響大學生英語學習因素之研究（簡體書）

為了進一步探討英語學習過程及影響英語學習的不同因素，以便教師在課堂上采用更靈活的教學方法、更好地輔導學生自學，從而促進英語教學水平的提高，張文霞、劉梅華編著的這本《影響大學生英語學習因素之研究》系統地研究了大學生英語課堂焦慮、英語學習動機、英語學習態度、學習者的性格特征、學習策略、自信程度、英語水平自我評價等因素的內在聯系，以及它們在整個學期中的發展變化及其對英語學習的多方影響，同時涉及不同英語水平、不同學校的學生在這些方面的差異、并在此基礎上建立了一個影響英語學習成績的結構模擬圖。

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